Biology
for Cambridge IGCSE™
WORKBOOK
Mary Jones & Geoff Jones
Contents
How to use this series
How to use this book
Introduction
1
Characteristics and classification of living organisms
Characteristics of living organisms
The biological classification system
Keys
Kingdoms
Groups within the animal and plant kingdoms
2
Cells
Animals, plants and bacteria
Specialised cells and sizes of specimens
3
Movement into and out of cells
Diffusion
Osmosis
Active transport
4
Biological molecules
Carbohydrates, fats and proteins
DNA
5
Enzymes
Biological catalysts
Factors that affect enzymes
6
Plant nutrition
Making carbohydrates using light energy; Leaves
Factors affecting photosynthesis
7
Human nutrition
Diet
Digestion and absorption
8
Transport in plants
Xylem and phloem
Transport of water
Translocation of sucrose and amino acids
9
Transport in animals
Circulatory systems
The heart
Blood vessels and blood
10 Diseases and immunity
Transmission of pathogens
The immune response
11 Respiration and gas exchange
Respiration
Gas exchange
12 Coordination and response
The human nervous system
Sense organs
Hormones
Coordination in plants
13 Excretion and homeostasis
Excretion
Homeostasis
14 Reproduction in flowering plants
Asexual and sexual reproduction
Sexual reproduction in flowering plants
Advantages and disadvantages of different types of reproduction
15 Reproduction in humans
The human reproductive system
Sexually transmitted infections
16 Inheritance
Chromosomes and cell division
Inheriting genes
Genes and protein synthesis
17 Variation and selection
Variation
Selection
18 Organisms and their environment
Energy flow and food webs
Nutrient cycles
Populations
19 Human influences on ecosystems
Human pressure on ecosystems
Conservation
20 Biotechnology and genetic modification
Biotechnology
Genetic modification
Acknowledgements
Copyright
How to use this book
Throughout this book, you will notice lots of different features that will help
your learning.
These are explained below. Answers are accessible to teachers for free on the
‘supporting resources’ area of the Cambridge GO website.
KEY WORDS
Definitions for useful vocabulary are given at the start of each section.
You will also find definitions for these words in the Glossary at the back
of this book.
Supplement content: In the key word boxes, Supplement content is
indicated with a large arrow, as in this example.
LEARNING INTENTIONS
These set the scene for each exercise, beginning with ‘In this exercise you
will:’, and indicate the important concepts.
In the learning intentions box, Supplement content is indicated with a
large arrow and a darker background, as in this example.
TIPS
The information in these boxes will help you complete the exercises, and
give you support in areas that you might find difficult.
Exercises
These help you to practise skills that are important for studying IGCSE
Biology.
Questions within exercises fall into one of three types:
•
Focus questions will help build your basic skills.
•
Practice questions provide more opportunities for practice, pushing your
skills further.
•
Challenge questions will stretch and challenge you even further.
SELF/PEER ASSESSMENT
At the end of some exercises, you will find opportunities to help you
assess your own work, or that of your classmates, and consider how you
can improve the way you learn.
Supplement content
Where content is intended for students who are studying the Supplement
content of the syllabus as well as the Core, this is indicated with the thicker
line, as you can see on the left here.
Introduction
This Cambridge IGCSE™ Biology workbook has been written to help you
develop the skills you need for your course for Cambridge IGCSE Biology
(0610/0970). To succeed in this course, you need to have an excellent factual
knowledge of all the topics in the syllabus and you also need to be able to
think like a scientist. As you work through the book, chapter by chapter, you
will develop the relevant scientific skills needed and gain the confidence to
use them yourself. The exercises in this workbook provide opportunities for
you to practise the following skills:
•
finding information in text, diagrams or graphs, and then using it to
answer questions
•
changing information in one form into another form – for example, using
words to describe a graph, or a diagram to summarise some text
•
using technical vocabulary correctly
•
doing calculations, showing your working clearly
•
using information to identify patterns and/or trends, and making
inferences
•
suggesting explanations for unfamiliar data or other information
provided, using your understanding of the biology you have learnt in your
course
•
making suitable predictions or hypotheses
•
solving problems relating to biology topics
•
planning and evaluating experiments.
The exercises in each chapter will help you develop these skills by applying
them to new contexts. The chapters are arranged in the same order as the
chapters in the Cambridge IGCSE Biology coursebook. Each exercise has an
introduction that outlines the skills you will be developing.
We hope that this book will help you succeed in your Cambridge IGCSE
Biology course, give you the necessary scientific skills to help you with your
future studies, and inspire you to have a love of biological science.
This workbook is designed to support the Cambridge IGCSE Biology
coursebook, with specially selected topics where students would benefit from
further opportunities to apply skills, such as application, analysis and
evaluation, in addition to developing knowledge and understanding.
Chapter 1
Characteristics and classification of
living organisms
Characteristics of living organisms
KEY WORDS
excretion: the removal of the waste products of metabolism and
substances in excess of requirements
growth: a permanent increase in size and dry mass
metabolic reactions: chemical reactions that take place in living
organisms
movement: an action by an organism or part of an organism causing a
change of position or place
nutrition: taking in materials for energy, growth and development
organism: a living thing
reproduction: the processes that make more of the same kind of organism
respiration: the chemical reactions in cells that break down nutrient
molecules and release energy for metabolism
sensitivity: the ability to detect and respond to changes in the internal or
external environment
Exercise 1.1
IN THIS EXERCISE YOU WILL:
practise naming and describing the characteristics of living things.
Focus
1
Draw lines to match each term with its description.
Practice
2
Figure 1.1 shows a plant, growing towards the light. Inside its leaves,
photosynthesis is taking place. Photosynthesis uses carbon dioxide to
make glucose, and releases oxygen.
Add labels to Figure 1.1. Your labels should include short descriptions
stating how the plant is showing these characteristics of living things:
•
reproduction
•
growth
•
sensitivity
•
excretion
Figure 1.1: A plant growing towards the light.
Challenge
3
Imagine that someone from another planet is visiting Earth. They see
aeroplanes and birds moving through the sky.
Explain to the visitor why birds are alive and aeroplanes are not alive,
even though they seem to share some of the characteristics of living
things.
The biological classification system
KEY WORDS
binomial system: a system of naming species that is internationally
agreed, in which the scientific name is made up of two parts showing the
genus and the species
fertile: able to reproduce
genus: a group of species that share similar features and a common
ancestor
species: a group of organisms that can reproduce to produce fertile
offspring
Exercise 1.2
IN THIS EXERCISE YOU WILL:
•
check that you know what a binomial is
•
practise finding evidence in a short, written passage
•
think about advantages of using the binomial system.
Focus
4
Complete the sentences, using words from the list.
binomial
biological
complete
living
population
fertile
genus
reproduce
group
healthy
species
物
An organism
is a...............thing. A...............is a group of living organisms
造成
that can...............with each other to produce...............offspring.
后代
Each species of organism has a two-word name. This system of naming is
called the ...............system. The first of the two words in the name tells us
the............... that the species belongs to.
Practice
5
Tigers, Panthera tigris, and lions, Panthera leo, sometimes mate with
each other if they are kept together in a zoo. The offspring are called
ligers. Ligers are perfectly healthy, but are unable to reproduce.
Use this information to write down:
a
one piece of evidence that lions and tigers are closely related
b two pieces of evidence that lions and tigers belong to different
species.
Challenge
6
Many people dislike using binomials for species. They would prefer to
just use English names.
Explain why it is helpful to scientists to use the binomial system.
Keys
KEY WORDS
dichotomous key: a way of identifying an organism, by working through
pairs of statements that lead you to its name
Exercise 1.3:Focus
IN THIS EXERCISE YOU WILL:
practise using a key to identify four animals.
7
Figure 1.2 shows four vertebrates.
Figure 1.2: Four vertebrates.
Use the dichotomous key to identify each of these four animals.
List the sequence of statements that you worked through to find the name.
TIP
Remember to work on one animal at a time. Identify that one, then
move on to the next.
1
a
shell
present...................................................................Geochelone
elephantopus
b shell absent....................................................................go to 2
2
a
four legs.........................................................................go to 3
b shell
absent....................................................................Ophiophagus
hannah
3
a
back and tail are covered with rough
spikes........................Crocodylus niloticus
b no spikes on
tail..............................................................Chamaeleo gracilis
TIP
When writing binomials, underline them to show that they should be in
italics. Remember that the genus name starts with a capital letter but
the species name is all lowercase.
Animal A has been done for you.
A
B
C
D
Exercise 1.4: Practice
IN THIS EXERCISE YOU WILL:
practise writing a dichotomous key by completing one that has already
been started.
8
Figure 1.3 shows a spider, locust, centipede and crab.
Figure 1.3: Spider, locust, centipede and crab.
Here is the start of a key to help someone who does not know anything
about these animals to identify them. Complete the key by writing more
pairs of statements.
Then try your key out on a friend.
1
a
has antennae..................................go to 2
2
b
does not have antennae..................spider
a
has three pairs of legs
b
3
a
b
Exercise 1.5: Challenge
IN THIS EXERCISE YOU WILL:
write your own dichotomous key.
9
Figure 1.4 shows photographs of four species of fish.
Figure 1.4: Four species of fish.
Write a dichotomous key to enable someone to identify each of the four
fish.
SELF-ASSESSMENT
How confident do you feel about using and writing keys? Rate yourself for
each of the points in the checklist using:
if you did it really well
if you made a good attempt at it and partly succeeded
if you did not try to do it, or did not succeed
Checklist
Rating
I can use a dichotomous key to identify organisms.
I can complete a key that has already been started.
I can write my own key with no help.
What will you do to improve your ability to write a good dichotomous
key?
Kingdoms
KEY WORDS
fungus: an organism whose cells have cell walls, but that does not
photosynthesise
hyphae: microscopic threads, made of cells linked in a long line, that
make up the body of a fungus
kingdom: one of the major groups into which all organisms are classified
spores: very small groups of cells surrounded by a protective wall, used in
reproduction
Exercise 1.6
IN THIS EXERCISE YOU WILL:
practise making the kind of drawing that is used in biology.
Biologists often need to describe clearly what they observe when studying
organisms. One of the best ways to do this is to make a drawing.
A biological drawing needs to be simple, but clear. Sometimes, you need to
label your drawing to indicate important features.
Here are some points to think about when you draw.
•
Make good use of the space on your sheet of paper – your drawing
should be large. However, do leave space around it so that you have
room for labels.
•
Always use a sharp HB pencil and have a good eraser with you.
•
Keep all lines single and clear with no breaks.
•
Do not use shading.
•
Do not use colours.
•
Take time to get the outline of your drawing correct first, showing the
correct proportions. Do this lightly to start with, so that you can rub out
and try again.
Here are some points to bear in mind when you label a diagram.
•
Use a ruler to draw each label line.
•
Make sure the end of the label line touches the structure being labelled.
•
Write the labels horizontally.
•
Keep the labels well away from the edges of your drawing.
•
Do not let label lines cross one another.
Focus
Figure 1.5 shows two drawings of a leaf made by learners.
Figures 1.5 a and b: Two drawings of a leaf made by learners.
10
List five ways in which the second drawing (Figure 1.5b) is better than
the first drawing (Figure 1.5a).
i
ii
iii
iv
v
Practice
11
Figure 1.6a is a photograph of an earthworm. A learner has begun to
make a drawing of the earthworm (Figure 1.6b).
Figure 1.6 a: A photo of an earthworm. b A drawing of the same
earthworm.
a
Complete the drawing of the earthworm. Add two labels to your
drawing.
b Earthworms belong to the animal kingdom. Describe two features
of an earthworm that you would not find in an organism belonging
to the plant kingdom.
i
ii
Challenge
12
Figure 1.7 is a photograph of a fungus.
Figure 1.7: A fungus, Amanita muscaria.
a
Draw a large diagram of the fungus in the space below. Do not
label your diagram.
b Explain how organisms belonging to the fungus kingdom differ
from those belonging to the plant kingdom.
SELF-ASSESSMENT
How confident do you feel about making a good biological drawing? Rate
yourself for each of the points in the checklist using:
Green
if you did it really well
Amber
if you made a good attempt at it and partly succeeded
Red
if you did not try to do it, or did not succeed
Checklist
My drawing fills the space on the page, with enough
room left for labels.
I used a sharp pencil for the drawing.
I did not use any shading or colours.
All of the lines I drew are single and clear, with no
breaks.
The shape and proportions of my drawing are a good
representation of the object.
Colour
Groups within the animal and plant
kingdoms
KEY WORDS
diaphragm: a muscle that separates the chest cavity from the abdominal
cavity in mammals; it helps with breathing
dicotyledons: plants with two cotyledons in their seeds
exoskeleton: a supportive structure on the outside of the body
mammary glands: organs found only in mammals, which produce milk to
feed young
metamorphosis: changing from a larva with one body form to an adult
with a different body form
monocotyledons: plants with only one cotyledon in their seeds
pinna: a flap on the outside of the body that directs sound into the ear
placenta: an organ that connects the growing fetus to its mother, in which
the blood of the fetus and mother are brought close together so that
materials can be exchanged between them
Exercise 1.7: Focus
KEY WORDS
check that you remember the characteristic features of the five groups of
vertebrates.
Table 1.1 shows some features of five vertebrates.
Animal What is its
skin like?
Does it have
wings?
Does it have a What are its eggs
beak?
like?
A
smooth
no
no
soft, without a shell
B
has hair
yes
no
does not lay eggs
C
has feathers
yes
yes
with a hard shell
D
has scales
no
no
soft, without a shell
E
has hair
no
no
does not lay eggs
Table 1.1: Features of five vertebrates.
13
Identify the group of vertebrates to which each animal belongs.
A ......................................
B ......................................
C ......................................
D ......................................
E ......................................
14
Animals B and E belong to the same group.
List two features of these animals, other than those in the table, that are
characteristic features of this group.
i
ii
15
Name one group of vertebrates that is not included in the table.
Exercise 1.8: Practice
IN THIS EXERCISE YOU WILL:
practise remembering the characteristic features of the four groups of
arthropods.
16
List two features that all arthropods share, that are not found in other
groups in the animal kingdom.
i
ii
17
Complete the table to show the characteristic features of the four groups
of arthropods.
Group
Number of
pairs of legs
Number of
pairs of
antennae
Other distinguishing
features, if any
arachnids
insects
myriapods
crustaceans
Exercise 1.9: Challenge
IN THIS EXERCISE YOU WILL:
practise remembering the characteristic features of ferns and flowering
plants (monocotyledons and dicotyledons).
18
List three features shared by ferns and flowering plants, which are not
shared by organisms in the animal or fungus kingdom.
i
ii
iii
19
Describe two ways in which ferns differ from flowering plants.
i
ii
20
Draw a table in the space below to summarise the characteristic features
of monocotyledons and dicotyledons.
Chapter 2
Cells
Animals, plants and bacteria
KEY WORDS
aerobic respiration: chemical reactions that take place in mitochondria,
which use oxygen to break down glucose and other nutrient molecules to
release energy for the cell to use
bacteria: unicellular organisms whose cells do not contain a nucleus
cell membrane: a very thin layer surrounding the cytoplasm of every cell;
it controls what enters and leaves the cell
cell sap: the fluid that fills the large vacuoles in plant cells
cell wall: a tough layer outside the cell membrane; found in the cells of
plants, fungi and bacteria
cells: the smallest units from which all organisms are made
cellulose: a carbohydrate that forms long fibres, and makes up the cell
walls of plants
chromosome: a length of DNA, found in the nucleus of a cell; it contains
genetic information in the form of many different genes
cytoplasm: the jelly-like material that fills a cell
DNA: a molecule that contains genetic information, in the form of genes,
that controls the proteins that are made in the cell
fully permeable: allows all molecules and ions to pass through it
mitochondrion: a small structure in a cell, where aerobic respiration
releases energy from glucose
nucleus: a structure containing DNA in the form of chromosomes
partially permeable: allows some molecules and ions to pass through, but
not others
ribosomes: very small structures in a cell that use information on DNA to
make protein molecules
vacuole: a fluid-filled space inside a cell, separated from the cytoplasm by
a membrane
Exercise 2.1
IN THIS EXERCISE YOU WILL:
•
practise drawing and labelling animal and plant cells
•
outline the functions of some of the parts of cells
•
use information to explain some of the features of a specialised cell.
Focus
Figure 2.1 shows an animal cell and the outline of a plant cell.
nucleus
分
cellmembrane
mitochondrion
06
拿
圈
戒
Figure 2.1 a: An animal cell. b: A plant cell.
1
On the animal cell diagram, label these parts:
cell membrane cytoplasm mitochondrion nucleus
2
Complete the diagram of the plant cell, and then label these parts:
cell membrane cell wall chloroplast cytoplasm vacuole
containing cell sap
membrane around vacuole mitochondrion nucleus
SELF-ASSESSMENT
How confident do you feel about drawing a plant cell? Give yourself a
mark for each of the points in the checklist. Award yourself:
2 marks
1 mark
0 marks
if you did it well
if you made a good attempt at it and partly succeeded
if you did not try to do it, or did not succeed
Checklist
I used a sharp pencil for drawing.
I drew single clean lines; the lines are not broken or
Marks awarded
fuzzy.
I did not use any shading or colours.
I did not use any shading or colours.
I drew the parts of the cell in the right place (check
against Figure 2.3, Chapter 2 in the Coursebook).
I drew label lines with a ruler.
Each label line touches the part it is labelling.
Total (out of 12):
Practice
3
Describe the function of each of these parts in a plant cell.
cell membrane
Thinlayerof protein andtat Some substances throught
butnotothers
mitochondrion
chloroplast
absorbsenergyfromsunlight
4
Describe the function of each of these parts in a bacterial cell.
cell wall
thecell absorbs a lotof waterandswells.hecell
If
wall
snp it bursting
ribosome
circular DNA
Challenge
5
Neurones are cells that transmit electrical signals throughout the body.
This requires a lot of energy. They also synthesise (make) proteins, which
help them to communicate with other neurones nearby.
Use this information to explain why neurones contain many mitochondria
and many ribosomes.
Specialised cells and sizes of
specimens
KEY WORD
magnification: how many times larger an image is than the actual object
Exercise 2.2
IN THIS EXERCISE YOU WILL:
•
use the magnification equation
•
practise giving answers to a required number of decimal places
•
practise rearranging the magnification equation
convert from millimetres to micrometres (μm) when using the
magnification equation.
Focus
6
Complete the equation that we can use to calculate magnification.
magnification =
7
An apple is 60 mm in diameter. In a photograph of the apple, the apple
is 120 mm in diameter.
What is the magnification of the photograph? Show your working.
×................
8
Figure 2.2 shows a leaf.
Figure 2.2: A leaf.
The actual length of the leaf is 32 mm.
a
Measure the length of the leaf in Figure 2.2. Write down your
answer.
TIP
It is always best to measure in millimetres (mm). Remember to
write the unit when you write down your measurement.
b Calculate the magnification of the leaf image in Figure 2.2.
Show your working. Give your answer to one decimal place.
32mm
3200um
×................
Practice
9
Look at the diagram of animal D in Chapter 1, Figure 1.2.
a
Measure the length of animal D from its nose to the base of its tail.
b The actual length of this animal is 105 mm.
Calculate the magnification of the diagram.
Show your working and give your answer to two decimal places.
×................
TIP
If an object is drawn smaller than its actual size, then the
magnification is less than 1.
10
A photograph of an ant shows the length of the ant’s antennae is 25 mm
long. The magnification of the photograph is ×12.
Calculate the actual size of the ant’s antennae. Show your working and
give your answer in millimetres, to the nearest whole number.
....................
Challenge
11
Figure 2.3 shows a specialised cell.
Figure 2.3: A specialised cell.
a
Name this cell and describe its function.
b An actual root hair cell is about 100 µm long.
Calculate the magnification of the diagram. Show your working.
Give your answer to three significant figures.
×...................
Chapter 3
Movement into and out of cells
Diffusion
KEY WORDS
concentration gradient: an imaginary ‘slope’ from a high concentration
to a low concentration
dependent variable: the variable that you measure, as you collect your
results
diffusion: the net movement of particles from a region of their higher
concentration to a region of their lower concentration (i.e. down a
concentration gradient), as a result of their random movement
independent variable: the variable that you change in an experiment
kinetic energy: energy of moving objects
net movement: overall or average movement
Exercise 3.1
IN THIS EXERCISE YOU WILL:
•
calculate means, to complete a results chart
•
decide whether a set of results support a hypothesis
•
think about the design of an experiment, including standardising
variables
•
identify sources of error and suggest improvements.
A learner did an experiment to test this hypothesis:
The higher the temperature, the faster diffusion takes place.
She took four Petri dishes containing agar jelly. She cut four holes in the jelly
in each dish.
She placed 0.5 cm3 of a solution containing a red dye (coloured substance)
into each hole.
Figure 3.1: Petri dish of agar jelly with four holes.
The learner then covered the dishes and carefully placed them in different
temperatures. She left them for two hours. Then she measured how far the red
dye had diffused into the agar around each hole.
Table 3.1 shows the learner’s results.
Dish
Distance red dye had diffused into the jelly / mm
Temperature /
Hole Hole Hole
°C
Hole 1
Mean (average)
2
3
4
A
10
2
3
2
3
B
20
5
5
6
4
C
40
9
11
8
10
D
80
19
21
18
23
Table 3.1: The learner’s results table.
Focus
1
Complete the table by calculating the mean distances diffused by the red
dye in each dish. Write your answers in the table.
TIP
The learner measured the distances to the nearest whole millimetre.
You therefore need to give the mean distances to the nearest whole
millimetre as well.
2
Deduce whether the results support the learner’s hypothesis or not.
Explain your answer.
Practice
3
State four variables that the learner kept constant, or that she should have
kept constant, in the experiment.
First variable
Second
variable
Third
variable
Fourth
variable
4
Explain why it was a good idea to have four holes in each dish, rather
than only one.
5
Use your knowledge of diffusion to explain the pattern shown by the
mean distances the red dye diffused at different temperatures.
Challenge
Sources of error are features of an experiment that reduce your trust in the
results. Sources of error do not include mistakes that the learner might make,
such as measuring a distance incorrectly. They are inbuilt uncertainties
because of limitations of the apparatus, or the procedure.
An important source of error in the learner’s experiment is the difficulty in
deciding exactly where to measure to, because there is not a sharp edge where
the colour of dye stops.
6
a
Identify one other possible source of error in the learner’s experiment,
that would reduce the level of trust that she has in her results.
b Suggest how the learner could modify the experiment to reduce this
source of error.
Osmosis
KEY WORDS
high water potential: an area where there are a lot of water molecules – a
dilute solution
low water potential: an area where there are not many water molecules –
a concentrated solution
osmosis: the diffusion of water molecules through a partially permeable
membrane
osmosis (in terms of water potential): the net movement of water
molecules from a region of higher water potential (dilute solution) to a
region of lower water potential (concentrated solution) through a partially
permeable membrane
partially permeable membrane: a membrane (very thin layer) that lets
some particles move through it, but prevents others passing through
water potential gradient: a difference in water potential between two
areas
Exercise 3.2
IN THIS EXERCISE YOU WILL:
•
organise results and put them into a results chart
•
identify anomalous results
•
practise drawing a line graph
•
suggest how an experiment can be improved.
A learner investigated the effect of different concentrations of sugar solutions
on some potato cylinders.
He took a large potato and used a cork borer to cut out several cylinders, each
exactly the same diameter. He removed the peel from the ends of the
cylinders, and then cut them into exactly 1 cm lengths. He then measured the
mass of each piece.
He placed one piece of potato in each of six beakers. He covered each piece
with either water, or one of five different concentrations of sugar solution. He
used the same volume of solution in each beaker.
The learner left the potato pieces in the beakers for 30 minutes. Then he
removed them from the beakers, blotted them dry with filter paper and
measured their mass again.
These were the results he wrote down.
Focus
7
Complete the results table. The first row has been done for you.
Percentage
concentration
of solution
A
B
C
D
0.0
Mass / g
Before soaking After soaking
5.2
5.5
Change
+0.3
E
F
8
Deduce if there are any anomalous results. If you think there are, draw a
ring around them.
9
Draw a line graph of the results, using the axes provided on the next page.
TIP
Plot each point as a small, neat cross, ×. Then use a ruler and a sharp
pencil to draw straight lines between the points.
Remember to ignore any anomalous results when you draw the lines
on your graph.
SELF-ASSESSMENT
How confident do you feel about drawing a graph? Give yourself a mark
for each item in the checklist. Award yourself:
2 marks
if you did it well
1 mark
if you made a good attempt at it and partly succeeded
0 marks
if you did not try to do it, or did not succeed
Checklist
Marks awarded
I used a sharp pencil for drawing each cross.
Each cross is small and neat, and in exactly the right
place.
I used a sharp pencil and ruler to draw the lines.
Each line goes from exactly the centre of one cross, to
exactly the centre of the next cross.
I ignored any anomalous results when drawing the
lines.
Total (out of 10):
Practice
10
Use your knowledge of osmosis to explain the results of this
experiment.
11
Suggest how the learner could change his method to improve the trust
he has in his results.
Challenge
12
The learner’s teacher suggested that it would be better if he calculated
the percentage change in mass of each piece of potato, rather than just
the change in mass.
Do you agree? Explain your answer.
13
Suggest how the learner could use his results to estimate the
concentration of the solution inside the cells in the potato.
Active transport
KEY WORDS
active transport: the movement of molecules or ions through a cell
membrane from a region of lower concentration to a region of higher
concentration (i.e. against a concentration gradient) using energy from
respiration
carrier proteins (or protein carriers): protein molecules in cell
membranes that can use energy to change shape and move ions or
molecules into or out of a cell
Exercise 3.3
IN THIS EXERCISE YOU WILL:
•
interpret data about ion concentrations
•
make a prediction, based on data and your biological knowledge.
Focus
14
Draw lines to match each term with its description.
Practice
Table 3.2 shows the concentrations of three different ions inside the cells in a
plant root and in the water in the soil.
Concentration in plant root cells / Concentration in soil water / mol
mol per dm3
per dm3
Ion
A
0.5
0.5
B
1.0
0.4
C
0.6
0.8
Table 3.2: Concentrations of three different ions.
15
a
Identify which ion has the same concentration in the root hair as in
the soil water.
b Which process is most likely to explain how this ion moves
between the root hair and soil water? Circle your answer.
active transport diffusion osmosis
16
Identify which ion has been moved into the root hair by active
transport.
..............
Explain your answer.
Challenge
17
If the soil in which the plant is growing is flooded with water, the roots
can no longer get enough oxygen.
Suggest how this would affect the concentrations of ions A, B and C in
the root cells.
Explain each of your suggestions.
Chapter 4
Biological molecules
Carbohydrates, fats and proteins
KEY WORDS
antibodies: proteins secreted by white blood cells, which bind to
pathogens and help to destroy them
Benedict’s solution: a blue liquid that turns orange-red when heated with
reducing sugar
biuret reagent: a blue solution that turns purple when mixed with amino
acids or proteins
carbohydrates: substances that include sugars, starch and cellulose; they
contain carbon, hydrogen and oxygen
cellulose: a carbohydrate that makes up plant cell walls
DCPIP: a purple liquid that becomes colourless when mixed with vitamin
C
emulsion: a liquid containing two substances that do not fully mix; one of
them forms tiny droplets dispersed throughout the other
fats: lipids that are solid at room temperature
glucose: a sugar that is used in respiration to release energy
glycogen: a carbohydrate that is used as an energy store in animal cells
iodine solution: a solution of iodine in potassium iodide; it is orangebrown, and turns blue-black when mixed with starch
lipids: substances containing carbon, hydrogen and oxygen; they are
insoluble in water and are used as energy stores in organisms
oils: lipids that are liquid at room temperature
pathogen: a microorganism that causes disease, such as bacteria
protein: a substance whose molecules are made of many amino acids
linked together; each different protein has a different sequence of amino
acids
reducing sugars: sugars such as glucose, which turn Benedict’s solution
orange-red when heated together
starch: a carbohydrate that is used as an energy store in plant cells
sugars: carbohydrates that have relatively small molecules; they are
soluble in water and they taste sweet
Exercise 4.1: Focus
IN THIS INVESTIGATION YOU WILL:
•
draw and complete a results chart
•
check that you remember information about carbohydrates.
A.B
A learner carried out tests on two foods. This is what she wrote in her
notebook.
test dood
Observations
器
简
品
1
Draw a results table in the space below and complete it to show the
learner’s results and2conclusions. Think carefully about the best way of
showing what she did, what she was testing for, what results she obtained
and what these results mean.
II
TIP
Remember to state the actual colours that the student saw. Do not just
write ‘no change’. A good phrase to use is ‘The solution changed
colour from .............
to .............’.
A
B
black
郎
前9年
red
从1
SELF-ASSESSMENT
How confident do you feel about drawing and completing a results table?
Give yourself a mark for each of the points in the checklist. Award
yourself:
2 marks
1 mark
0 marks
if you did it well
if you made a good attempt at it and partly succeeded
if you did not try to do it, or did not succeed
Checklist
I used a ruler and sharp pencil to construct the table.
Marks awarded
I had a row (or column) headed ‘Food’.
I had a row (or column) headed ‘Starch test’ or ‘Iodine
test’.
I had a row (or column) headed ‘Reducing sugar test’
or ‘Benedict’s test’.
I included the starting colour, and the colour it
changed to, for each test.
I included a conclusion for each test, showing whether
the starch or reducing sugar was present in the food.
Total (out of 12):
提供能量碳 化合物在哺乳
2 Complete this table about carbohydrates.
中运输的形式
动物 液
化合
在 物体中的功能
碳
物的例
Example of
carbohydrate
葡萄糖
淀粉
纤维素
glucose
Starch
cellulose
glycogen
Function in organisms
providesenergy theform inwni.cncarbohydratesare
e
transported in mammalianb10d
the form in which plants store energy
植物储存能量的形式
makesup te cellwallsOfPlants
构成植物的细胞壁
甾㧘
甾能 失 能
糖原
飍
Exercise 4.2: Practice
㝈
IN THIS EXERCISE YOU WILL:
check that you remember how to test for proteins
•
recall information about the functions of different parts of cells
•
research a protein of your choice.
3
•
Describe how you would carry out the biuret test, to find out if a
substance contains protein.
If thesubstance is a solid
Takedoycedcen test tubes add2cmto Siuretsalntin to 2cm
Shalewillandallowthemixtnetostconforfire minutes
4
a
Name the part of a cell where proteins are synthesised (made).
Ribosome
b Name the smaller molecules from which proteins are synthesised.
hino acid
c
Explain why the sequence in which these smaller molecules are
linked together is important.
Becausethe sequence andnumber to amino acid
deterirtea proteinsshape
sizeandfunction
5
There are thousands of different proteins in an organism. Choose one
protein, and use the internet to find out about the function it has.
You could choose a protein from this list, or a different one if you prefer.
antibodies
haemoglobin insulin
Hemoglobin contains iron whichallows it to pick
upoxygen
fromtheair webreatheanddeliver it everywherein the body
It carries oxgganted blood.fntmthelungstothe cellandcaniesbbodrichincarbon
dioxidetronto
the celltothelung
gs
Exercise 4.3: Challenge
IN THIS EXERCISE YOU WILL:
plan an experiment to test a hypothesis.
6
The biuret test is used to test foods for proteins. The intensity of the
colour obtained depends on the concentration of protein in the sample
being tested.
Plan an investigation to test this hypothesis:
Milk from cows contains a higher concentration of protein than milk
from goats.
Include information about:
•
the variables you will change, standardise and measure
•
the apparatus and procedure you will use
•
predictions of the results you will obtain, if the hypothesis is correct
•
an outline results table that you could use.
First addbinret soldion to themilk.Andpeoplelonlormid.is
the precnce
Second the variabletobechangedisthe
typeofmilk cow's
milkandgoat's milk The tike Let betiethe micnsgof the
chris.good
Third ncasulthentensiytothecohrprodvedafterbivec.tt
et
has been carried an the milk
DNA
KEY WORDS
amino acids: substances with molecules containing carbon, hydrogen,
oxygen and nitrogen; there are 20 different amino acids found in
organisms
base: one of the components of DNA; there are four bases, A, C, G and T,
and their sequence determines the proteins that are made in a cell
complementary base pairing: the way in which the bases of the two
strands of DNA pair up; A always pairs with T, and C with G
DNA: a substance that makes up genes and chromosomes, providing
instructions for making proteins in a cell
nucleotides: molecules that are linked together into long chains, to make
up a DNA molecule
Exercise 4.4
IN THIS EXERCISE YOU WILL:
•
recall work that you did earlier, on cells
•
check your knowledge and understanding of the structure of DNA.
Focus
7
Complete the sentences about DNA, using words from the list. You can
use each word once, more than once or not at all.
animal bacterial chromosomes
membrane nucleus
circle cytoplasm
plasmids
In an animal or plant cell, DNA is found in the .............................. It
forms long thread-like structures called ..............................
In ............................. cells, there is no nucleus. Instead, the DNA is free in
the cytoplasm. It is in the form of a .............................. These cells also
contain smaller circles of DNA, called ..............................
Practice
8
Figure 4.1 shows part of a DNA molecule.
Figure 4.1: Part of a DNA molecule.
a
What are the parts labelled A, C, G and T? Circle the correct word.
amino
acids
bases
genes
proteins
b Complete the diagram by writing A, C, G or T in the three spaces.
Challenge
9
Complete these sentences.
A DNA molecule is made of two strands, coiled around each other to
form a..............................
Cross-links between the ............................. hold the two strands together.
The sequence of ............................. in a DNA molecule determines the
sequence of ............................. ............................. that are used to make
protein molecules.
Chapter 5
Enzymes
Biological catalysts
KEY WORDS
active site: the part of an enzyme molecule to which the substrate
temporarily binds
complementary: with a perfect mirror-image shape
enzyme–substrate complex: the short-lived structure formed as the
substrate binds temporarily to the active site of an enzyme
enzymes: proteins that are involved in all metabolic reactions, where they
function as biological catalysts
product: the new substance formed by a chemical reaction
specificity: of enzymes, only able to act on a particular (specific) substrate
substrate: the substance that an enzyme acts upon
Exercise 5.1
IN THIS EXERCISE YOU WILL:
practise using the correct words to describe how enzymes work.
Focus
Figure 5.1 shows an enzyme and a molecule of its substrate.
This enzyme is able to split the substrate molecule into two product
molecules.
Figure 5.1: An enzyme and a molecule of its substrate.
1
On Figure 5.1 label these parts:
•
the enzyme
•
the active site of the enzyme
•
the substrate.
Practice
2
In the space below, draw a diagram of the molecules that will be present
after the enzyme in Figure 5.1 has changed the substrate into products.
Challenge
3
Use Figure 5.1 to explain why enzymes are specific to a particular
substrate.
Factors that affect enzymes
KEY WORDS
optimum: best; for example, the optimum temperature of an enzyme is the
temperature at which its activity is greatest
range: the lowest to the highest value
Exercise 5.2: Focus
IN THIS EXERCISE YOU WILL:
practise thinking clearly about how enzymes work, and the factors that
affect them.
4
Write a multiple-choice question for each of the following sets of
answers. Write the correct answer to your question (A, B, C or D) on a
separate piece of paper.
a
A amylase
B catalase
C lipase
D protease
b
A denatured
B killed
C slowed down
D speeded up
c
A active
B catalyst
C chemical
D metabolic
5
Write two more multiple-choice questions about enzymes. For each
question, give four answers to choose from – A, B, C or D. Write the
correct answers to your questions on a separate piece of paper.
i
ii
PEER ASSESSMENT
Exchange your questions with a partner.
Can you answer their questions correctly? Did they word their
questions clearly?
Can they answer your questions correctly? Did you word your
questions clearly, so that your partner understood and could choose
the correct answer?
Exercise 5.3:Practice
IN THIS EXERCISE YOU WILL:
•
use your knowledge and understanding to explain the results of an
experiment
•
suggest sources of error and improvements for an experiment.
A student carried out an experiment to investigate the effect of temperature
on the enzyme lipase.
Lipase digests fats to fatty acids and glycerol. Fatty acids have a low pH.
The student made a solution of lipase and added equal volumes of it to five
test-tubes.
The student treated the tubes as shown in Figure 5.2.
Figure 5.2: Solutions of lipase in test-tubes kept at different temperatures.
The student:
•
kept all five tubes at these temperatures for five minutes
•
used a pH meter to measure the pH of the liquid in each tube
•
added equal volumes of milk (which contains fat) to tubes 2, 3, 4 and 5
•
measured the pH of the contents of each tube, every two minutes.
The results are shown in Table 5.1.
Tube
Temp / ˚C
1
2
3
4
5
20
Milk added?
yes
pH at:
0 mins
7.0
7.0
7.0
7.0
7.0
2 mins
7.0
6.8
7.0
6.7
7.0
4 mins
7.0
6.7
7.0
6.5
7.0
6 mins
7.0
6.6
7.0
6.3
7.0
8 mins
7.0
6.6
6.9
6.2
7.0
10 mins
7.0
6.5
6.9
6.2
7.0
Table 5.1: The student’s results.
6
What is the substrate of the enzyme lipase?
7
What are the products when lipase acts on its substrate?
8
Explain why the pH becomes lower when lipase acts on its substrate.
9
Complete the table by filling in all the blank boxes.
TIP
The information to help you to do this is in the descriptions near the
start of the question.
10
Explain why the pH did not change in tube 1.
11
Explain why the pH did not change in tube 5.
12
Explain why the results for tubes 2 and 3 differed from each other.
13
The student concluded that the optimum temperature for lipase is 40 °C.
Evaluate the strength of the evidence for this conclusion. Explain your
answer.
14
Suggest some changes that could be made to this experiment to obtain a
more reliable or more precise value for the optimum temperature of
lipase.
Exercise 5.4: Challenge
IN THIS EXERCISE YOU WILL:
practise planning an experiment.
15
The pH of a liquid can be kept steady by adding a buffer solution to it.
You can obtain buffer solutions for any pH value you require. You can
use a pH meter to measure the pH.
Plan an investigation to test this hypothesis:
The optimum pH for amylase is 7.5.
Figure 5.3 shows some of the apparatus you might like to include.
Figure 5.3: A selection of apparatus.
a
What will you vary in your experiment?
b Over what range will you vary it?
c
How will you vary it?
d What variables will you keep constant in your experiment? How
will you do this?
e
What results will you measure in your experiment? How will you
measure them and when?
f
Briefly outline the steps you will follow in your investigation.
g
In the space below, draw a results table in which you could record
your results.
h In the space below, sketch a graph to show the results you would
expect if the hypothesis is correct. Remember to label the axes.
TIP
When you are asked to sketch a graph, draw two axes and label
them. You do not need to add a scale to either axis. Then draw a
line that is the shape you would expect to obtain.
SELF-ASSESSMENT
How confident do you feel about planning an experiment? Give yourself a
mark for each of the points in the checklist. Award yourself:
2 marks
if you did it well
1 mark
if you made a good attempt at it and partly succeeded
0 marks
if you did not try to do it, or did not succeed
Now ask your teacher to mark you.
Checklist
Marks awarded
You
Teacher
I can state the variable to be changed (independent
variable), the range of this variable and how I will
vary it.
I can state at least three important variables to be
kept constant (and not include ones that are not
important).
I can state the variable to be measured (dependent
variable), how I will measure it and when I will
measure it.
I can draw a clear results table into which I can
write my results.
Total (out of 10):
If you (or your teacher) gave yourself less than 10 marks, what can you do
better if you do a similar task in future?
Chapter 6
Plant nutrition
Making carbohydrates using light
energy; Leaves
KEY WORDS
chlorophyll: a green pigment (coloured substance) that absorbs energy
from light; the energy is used to combine carbon dioxide with water and
make glucose
cuticle: a thin layer of wax that covers the upper surface of a leaf
nectar: a sweet liquid secreted by many insect-pollinated flowers, to
attract their pollinators
palisade mesophyll: the layer of cells immediately beneath the upper
epidermis, where most photosynthesis happens
photosynthesis: the process by which plants synthesise carbohydrates
from raw materials using energy from light
spongy mesophyll: the layer of cells immediately beneath the palisade
mesophyll, where some photosynthesis happens; this tissue contains a lot
of air spaces between the cells
stomata (singular: stoma): (singular: stoma): openings in the surface of a
leaf, most commonly in the lower surface; they are surrounded by pairs of
guard cells, which control whether the stomata are open or closed
sucrose: a sugar whose molecules are made of glucose and another similar
molecule (fructose) linked together
Exercise 6.1
IN THIS EXERCISE YOU WILL:
•
summarise the sources of the raw materials of photosynthesis, as well
as its products
•
look carefully at unfamiliar diagrams, make comparisons, and use what
you can see to suggest answers to questions.
Focus
1
Write the word equation for photosynthesis.
TIP
If you are asked to write a word equation, do not use formulae or write
a balanced equation.
2
Figure 6.1 shows a palisade cell. (It is a little unusual, as it has a strand of
cytoplasm across the middle of the cell.)
Write short descriptions in each box, to explain how a palisade cell in a
leaf gets what it needs for photosynthesis, and what happens to the
products.
Use each of these words at least once.
air space
root hair
diffusion
starch
stoma
epidermis osmosis
sucrose
phloem
transparent
xylem
Figure 6.1: A palisade cell.
Practice
Some of the leaves on a tree spend most of the day in bright sunlight, while
others are in the shade. The diagrams in Figure 6.2 show sections through a
leaf growing in the sunlight and a leaf growing in the shade.
Figure 6.2: Sections of a leaf growing a: in the sunlight. b: in the shade.
3
On the shade leaf diagram (Figure 6.2b), label these tissues:
lower epidermis
4
palisade mesophyll spongy mesophyll
epidermis
upper
On the shade leaf diagram, draw a few green spots in each cell that you
would expect to contain chloroplasts.
Challenge
5
Complete the table to compare the structures of each of these parts of the
leaves shown in Figure 6.2.
TIP
When you make comparisons, try to use comparative words such as
‘thicker’.
Part of leaf
Sun leaf
Shade leaf
cuticle
palisade
mesophyll
spongy
mesophyll
6
Suggest an explanation for the difference in the cuticle that you have
described in the table in 5.
7
Suggest an explanation for the difference in the palisade layer that you
have described in the table in 5.
TIP
Do not panic when you see the command word ‘suggest’! Think about
what you know, then try to apply that to the situation you are being
asked about.
Factors affecting photosynthesis
KEY WORDS
arbitrary units: sometimes used on a graph scale to represent quantitative
differences between values, instead of ‘real’ units such as seconds or
centimetres; this is usually because the real units would be very
complicated to use
limiting factor: a factor that is in short supply, which stops an activity
(such as photosynthesis) happening at a faster rate
Exercise 6.2
IN THIS EXERCISE YOU WILL:
•
practise drawing a line graph
•
use lines on a graph to interpret the factors affecting the rate of
photosynthesis
use your understanding of limiting factors to make a recommendation.
Focus
An experiment was performed to find out how fast a plant photosynthesised
as the concentration of carbon dioxide in the air around it was varied. The
results are shown in Table 6.1.
Percentage concentration of carbon
dioxide
0.00
Rate of photosynthesis / arbitrary
units
0
0.02
33
0.04
53
0.06
68
0.08
79
0.10
86
0.12
89
0.14
90
0.16
90
0.18
90
0.20
90
Table 6.1: A results table.
8
Plot these results on the grid below and draw a line.
PEER ASSESSMENT
Exchange your graph with a partner. Give them a mark for each of the
points in the checklist. When you swap back, write the marks you would
give yourself in the last column. Are there any differences between the two
marks? If so, why are the marks different?
For each point, award:
2 marks
if it was done really well
1 mark
if a good attempt was made
0 marks
if it was not attempted
Checklist
You have drawn the axes with a ruler, and
used most of the width and height of the
graph paper for the axis labels.
You have used a good scale for the x-axis
and the y-axis, going up in intervals of 10
on the y-axis, and 0.02 on the x-axis.
You have included the correct unit with the
scale that requires one.
You have plotted each point precisely and
correctly.
You have used a small, neat cross for each
point.
You have drawn a single, clear line – either
by ruling a line between each pair of points,
or drawing a well-positioned best-fit line.
Total (out of 12):
Marks awarded
Your partner You
9
Explain why the rate of photosynthesis increases as carbon dioxide
concentration increases.
Practice
10
The experiment was repeated at a lower light intensity. The results are
shown in Table 6.2.
Plot these values on your graph and draw a line. Label the two lines.
Percentage concentration of carbon Rate of photosynthesis / arbitrary
dioxide
units
0.00
0
0.02
20
0.04
29
0.06
35
0.08
39
0.10
42
0.12
45
0.14
46
0.16
46
0.18
46
0.20
46
Table 6.2: Results at a lower light intensity.
11
State the carbon dioxide concentration of normal air.
12
Use your graph to determine the rate of photosynthesis in normal air in
higher light intensity.
Challenge
13
Up to what concentration is carbon dioxide a limiting factor for
photosynthesis in low light intensity?
14
Above this concentration (your answer to 13), what is the limiting
factor for photosynthesis when the plant is exposed to low light
intensity?
15
Farmers and market gardeners often add carbon dioxide to the air in
glasshouses where crops are growing. Use your graph to explain the
advantage of doing this.
16
It is expensive to add carbon dioxide to glasshouses. Suggest a suitable
concentration of carbon dioxide to add to a glasshouse in high light
intensity, to obtain a good financial return from the sale of the crop.
Explain your answer.
Chapter 7
Human nutrition
Diet
KEY WORDS
balanced diet: a diet that contains all of the required nutrients, in suitable
proportions, and the right amount of energy
diet: the food eaten in one day
Exercise 7.1
IN THIS EXERCISE YOU WILL:
practise finding and using relevant data in a table.
Table 7.1 shows the energy and nutrients contained in 100 g of five foods.
Food
Iron
Energy Protein Fat Carbohydrate Calcium
Vitamin Vitamin
/
/ kJ
/g
/g /g
/ mg
C / mg D / mg
mg
apple
150
0.2
0.0
9.0
0
0.2
2
0.0
chicken,
roast
630
25.0
5.0
0.0
0
0.8
0
0.0
egg,
1050
scrambled
10.0
23.0
0.0
60
2.0
0
1.8
rice,
boiled
500
2.0
0.3
30.0
0
0.0
0
0.0
spinach,
boiled
130
5.0
0.5
1.5
600
4.0
25
0.0
Table 7.1: shows the energy and nutrients contained in 100 g of five foods.
Focus
1
Which food contains the most energy per 100 g?
2
Which nutrients in the table provide energy?
3
Which nutrients in the table are mineral ions?
4
How many times more protein does roast chicken contain, than boiled
rice?
Practice
5
What pattern can you see in the foods (in Table 7.1) that contain
carbohydrate?
6
Scrambled egg has the highest energy content per gram of all of the foods
in the table. What data in Table 7.1 could explain why the energy content
of scrambled egg is so high?
7
A girl has anaemia. Which foods from the table would be most helpful for
her to include in her diet? Explain your answer.
Challenge
8
Use the data in Table 7.1 to determine which of the five foods contains
the greatest mass of water per 100 g. Show your working.
......................
Digestion and absorption
KEY WORDS
absorption: the movement of nutrients from the alimentary canal into the
blood
bile: an alkaline fluid produced by the liver, which helps with fat digestion
bile duct: the tube that carries bile from the gall bladder to the duodenum
digestion: the breakdown of food
duodenum: the first part of the small intestine, into which the pancreatic
duct and bile duct empty fluids
enamel: the very strong material that covers the surface of a tooth
gall bladder: a small organ that stores bile, before the bile is released into
the duodenum
maltase: an enzyme that catalyses the breakdown of maltose to glucose
maltose: a reducing sugar made of two glucose molecules joined together
pancreas: a creamy-white organ lying close to the stomach, which
secretes pancreatic juice; it also secretes the hormones insulin and
glucagon, which are involved in the control of blood glucose concentration
salivary glands: groups of cells close to the mouth, which secrete saliva
into the salivary ducts
small intestine: a long, narrow part of the alimentary canal, consisting of
the duodenum and ileum
stomach: a wide part of the alimentary canal, in which food can be stored
for a while, and where the digestion of protein begins
villi (singular: villus): very small finger-like projections that line the inner
surface of the small intestine, greatly increasing its surface area
Exercise 7.2: Focus
IN THIS EXERCISE YOU WILL:
check that you understand the meanings of some terms relating to digestion
and absorption.
9
Draw lines to match each term with its description.
Exercise 7.3: Practice
IN THIS EXERCISE YOU WILL:
add annotations to the correct part of a diagram of the digestive system.
Figure 7.1 shows the human digestive system.
Figure 7.1: The human digestive system.
10
Add each label to the appropriate part of the diagram. Some of the
labels should be written in two places.
Labels to add
•
physical digestion increases the surface area of food (two places)
•
the gall bladder
•
amylase is secreted (two places)
•
amylase acts on starch (two places)
•
lipase breaks down fats
•
absorption happens
•
secretes a liquid with a low pH, which kills bacteria
•
protease is secreted (two places)
SELF-ASSESSMENT
How confident do you feel about labelling a diagram of the digestive
system? Give yourself a rating for each of the points in the checklist,
using:
if you did it really well
if you made a good attempt at it and partly succeeded
if you did not try to do it, or did not succeed
Checklist
I drew the label lines with a ruler.
Each label line touched the structure I meant to
label.
The label lines did not cross.
The labels were written alongside the diagram, not
on top of it.
I got all twelve of the labels correct.
Rating
Exercise 7.4: Challenge
IN THIS INVESTIGATION YOU WILL:
•
practise describing what is shown in a graph
•
apply your understanding of diet, digestion and absorption to a new
context.
In an investigation into the absorption of vitamin D from the alimentary
canal, a volunteer ate a measured quantity of vitamin D on a piece of toast.
Blood samples were then taken from him at intervals over a period of 72
hours, and the concentration of vitamin D in each blood sample was
measured.
The results are shown in the graph in Figure 7.2.
Figure 7.2: Graph of vitamin D concentration in blood, over 72 hours.
11
Describe the changes in the concentration of vitamin D in the blood
over the 72-hour period (using the Tip box on the next page to help
you).
TIP
When you describe a line graph, try to include:
12
•
what happens to the value on the y-axis, when the x-axis value
increases (that is, state a general trend)
•
where the maximum or minimum values of the line occur,
giving both the x-axis and y-axis values and their units
•
anywhere that the direction or gradient of the line changes,
quoting the x-axis and y-axis values where this happens,
including their units
•
a calculation – for example, the difference between the
concentrations at two points on the graph.
Calculate the percentage change in vitamin D concentration between 12
hours and 48 hours.
Show your working. Give your answer to the nearest whole number.
TIP
.................
13
Name the part of the alimentary canal in which vitamin D is absorbed
into the blood.
14
Explain how this part of the alimentary canal is adapted to make
absorption efficient.
15
Explain why vitamin D does not need to be digested before it is
absorbed.
16
Vitamin D is soluble in fat, but insoluble in water. It is present in the fat
component of foods that we eat.
a
Use this information to suggest how bile helps us to absorb vitamin
D from food.
b Suggest into which part of the villi it is absorbed. Explain your
suggestion.
17
The volunteer was asked not to expose his skin to sunlight during the
investigation.
Suggest why this was done.
Chapter 8
Transport in plants
Xylem and phloem
KEY WORDS
lignin: a hard, strong, waterproof substance that forms the walls of xylem
vessels
phloem: a plant tissue made up of living cells joined end to end; it
transports substances made by the plant, such as sucrose and amino acids
xylem: a plant tissue made up of dead, empty cells joined end to end; it
transports water and mineral ions and helps to support the plant
Exercise 8.1
IN THIS EXERCISE YOU WILL:
•
check that you know the functions of xylem and phloem
•
practise identifying tissues and calculating magnification
link the structure of xylem to its functions.
Focus
1
Complete the sentences, using words from the list.
amino acids
organ
fatty acids
roots
leaves
sucrose
tissue
mineral ions
water
Xylem is a ............................. that transports ............................. and
.............................
............................. from the ............................. of a plant to its
..............................
Phloem transports ............................. ............................. and
............................. from the
leaves to other parts of the plant.
Practice
2
Figure 8.1 shows part of a buttercup root, seen using the high power lens
of a light microscope.
Figure 8.1: Photomicrograph of part of a buttercup root.
Use ruled lines to label these tissues:
cortex
3
phloem
xylem
The magnification of the image in Figure 8.1 is ×200.
Calculate the actual diameter of the cell labelled A.
Show your working. Give your answer in millimetres.
Diameter = ....................
Challenge
4
Describe how the cells in xylem tissue are adapted for their functions.
Transport of water
KEY WORD
transpiration: the loss of water vapour from leaves
Exercise 8.2
IN THIS EXERCISE YOU WILL:
•
practise recording results
•
draw a line graph, using best-fit lines
•
analyse and evaluate results.
A student investigated this hypothesis:
Transpiration happens more quickly in windy conditions than in still air.
Figure 8.2 shows the apparatus that he used.
Figure 8.2: Apparatus used in a transpiration investigation.
The student placed a leafy shoot in the apparatus and stood it in a place in the
laboratory, where the air was still. He recorded the position of the meniscus
every two minutes for ten minutes.
He then placed the fan close to the apparatus and switched it on. He
continued to record the position of the meniscus every two minutes for the
next ten minutes.
These are the results he wrote down.
Focus
5
Draw a suitable results table in the space below, and complete it to show
the student’s results.
TIP
Remember to include the units in the table headings, and not in the
table cells.
Practice
6
Plot these results on the grid on the next page.
•
First, decide what to put on each axis. Then label the axes, including
the units.
•
Next, decide on a good scale for each axis. Make sure that you use at
least half of the grid in each direction, and that your scale goes up in
equal intervals.
•
Plot the points as neat crosses, ×.
•
Draw a vertical line upwards from the x-axis, to divide the graph into
the period of time when the air was still, and when it was moving.
•
Draw two best-fit lines, one on either side of this dividing line. If you
think any of the results are anomalous, then ignore them when
drawing your best-fit lines.
PEER ASSESSMENT
Exchange your graph with a partner. Rate their graph for each of the points
in the checklist using:
if they did it really well
if they made a good attempt at it and partly succeeded
if they did not try to do it, or did not succeed
Checklist
The axes are the right way round.
The axes are fully labelled, with units.
The scales on both axes are well chosen.
The points are very neat with accurately placed
crosses.
The lines are best-fit lines, and are very clearly
drawn.
Rating
Challenge
7
Use your graph to calculate the mean rate of movement, in cm per
minute, of the meniscus in:
a
still air; give your answer to three significant figures
....................
b moving air; give your answer to three significant figures.
....................
8
Do the results support the student’s hypothesis? Explain your answer.
9
Evaluate the student’s method. For example, did the student control all
the important variables? Did his method really measure what he thought
he was measuring?
Translocation of sucrose and amino
acids
KEY WORD
sink: part of a plant to which sucrose or amino acids are being transported,
and where they are used or stored
source: part of a plant that releases sucrose or amino acids, to be
transported to other parts
Exercise 8.3
IN THIS EXERCISE YOU WILL:
•
apply your understanding of sources and sinks to a new situation
•
practise describing numerical results in words
•
suggest explanations for results.
An experiment was carried out in Switzerland to investigate the movement of
carbohydrates from sources to sinks in pine trees, Pinus cembra. Switzerland
is a mountainous country in Europe.
Pine trees are coniferous trees, which keep their leaves all through the winter.
Focus
10
In which form are carbohydrates transported in phloem? Draw a circle
around the correct answer.
glucose
11
starch
sucrose
In which form are carbohydrates stored in plant cells? Draw a circle
around the correct answer.
glucose
12
starch
sucrose
In spring and summer in Switzerland, the leaves of pine trees
photosynthesise.
Suggest two reasons why pine trees photosynthesise in spring and
summer in Switzerland, but not in winter.
i
ii
Practice
13
Would you expect the leaves to be sources or sinks in spring and
summer? Explain your answer.
14
Would you expect the leaves to be sources or sinks in winter? Explain
your answer.
Table 8.1 shows the amount of starch, measured as a percentage of the
dry mass of the tissues, in the leaves and roots of pine trees at three
times of year.
Time of year
Starch in leaves / percentage Starch in roots / percentage
of dry mass
of dry mass
spring
15.0
2.6
summer
15.6
3.1
autumn
4.9
4.1
Table 8.1: Amount of starch in leaves and roots in three seasons.
15
Describe the changes in the amount of starch in the pine tree leaves
from spring until autumn.
TIP
Remember not to include reasons when you are asked to ‘describe’.
16
Describe the changes in the amount of starch in the pine tree roots from
spring until autumn.
17
Suggest reasons for the changes described in your answers to 15 and
16.
Challenge
18
In summer, the researchers removed the buds from some pine trees, and
the leaves from other pine trees. They left some pine trees untreated, to
act as controls.
They measured the amount of starch in the leaves and buds of each
group of trees at the end of the summer.
Their results are shown in Table 8.2.
Treatment
Starch in leaves /
percentage of dry mass
Starch in buds /
percentage of dry mass
control
4.9
7.1
buds removed
4.9
leaves removed
6.5
Table 8.2: Amount of starch in leaves and buds in three groups of trees.
Describe and explain the results shown in the table.
Chapter 9
Transport in animals
Circulatory systems
KEY WORD
circulatory system: a system of blood vessels with a pump and valves to
ensure one-way flow of blood
deoxygenated blood: blood containing only a little oxygen
double circulatory system: a system in which blood passes through the
heart twice on one complete circuit of the body
oxygenated blood: blood containing a lot of oxygen
single circulatory system: a system in which blood passes through the
heart only once on one complete circuit of the body
valves: structures that allow a liquid to flow in one direction only
Exercise 9.1
IN THIS EXERCISE YOU WILL:
•
check your understanding of the basic structure of the human
circulatory system
explain the advantages of a double circulation.
Focus
1
Complete the following sentences about the human circulatory system.
The circulatory system is a system of ........................... ...........................
in which blood is transported. The heart acts as a ........................... to
move the blood. There are ........................... in the circulatory system,
which ensure a one-way flow of blood.
2
Figure 9.1 shows a simple plan of the human circulatory system.
Figure 9.1: A simple plan of the human circulatory system.
On Figure 9.1:
•
shade in red the parts of the heart that contain oxygenated blood
•
shade in blue the parts that contain deoxygenated blood.
Practice
3
In the space next to Figure 9.1, draw a similar diagram to show a single
circulatory system.
4
Name one organism that has a single circulatory system.
Challenge
5
Many animals with double circulatory systems have higher metabolic
rates than those with single circulatory systems. Suggest an explanation
for this.
The heart
KEY WORD
aorta: the largest artery in the body, which receives oxygenated blood
from the left ventricle and delivers it to the body organs
atria: the thin-walled chambers at the top of the heart, which receive
blood
pulmonary artery: the artery that carries deoxygenated blood from the
right ventricle to the lungs
pulmonary veins: the veins that carry oxygenated blood from the lungs to
the left atrium of the heart
vena cava: the large vein that brings deoxygenated blood to the right
atrium
ventricles: the thick-walled chambers at the base of the heart, which pump
out blood
Exercise 9.2: Focus
IN THIS EXERCISE YOU WILL:
practise naming the parts of the heart and describing their functions.
Figure 9.2 shows a section through a human heart.
Figure 9.2: A section through a human heart.
6
Write the letter of each structure in the table. The first one has been
done for you.
Then complete the table by writing the function of each structure.
Structure
Letter
Function
aorta
H
transports oxygenated blood to
body cells
right ventricle
left atrium
left ventricle
right atrium
pulmonary artery
pulmonary vein
vena cava
Exercise 9.3: Practice
IN THIS EXERCISE YOU WILL:
practise finding and using relevant figures in a complex set of data.
Table 9.1 shows part of a chart that doctors have used to predict the
likelihood of a woman having a heart attack. Diabetes is an illness caused by
a faulty mechanism for regulating the concentration of glucose in the blood.
It can be controlled, but not cured.
Percentage of women who are expected to have a heart attack within five
years
Age 40
Age 50
Age 60
Age 70
No
With
No
With
No
With
No
With
diabetes diabetes diabetes diabetes diabetes diabetes diabetes diabetes
Nonsmokers
1
3
3
7
5
12
7
Smokers
4
7
6
13
12
22
15
Table 9.1: Data used to predict the likelihood of a heart attack in women.
7
Imagine that you are a doctor. A female patient is 54 years old. She has
diabetes and she smokes.
What will you tell her about her chance of having a heart attack within
the next five years?
8
What will you tell her she should do to reduce her chances of having a
heart attack? How will you use the chart to explain this to her?
9
Suggest how the figures used in this chart have been determined.
Exercise 9.4: Challenge
IN THIS EXERCISE YOU WILL:
•
practise reading new information carefully
•
apply your knowledge of the human circulatory system in a new
context.
Figure 9.3 shows the heart of a fetus (a baby that is still developing in its
mother’s uterus).
In a fetus, the lungs do not work. The fetus gets its oxygen from the mother,
to whom it is connected by the umbilical cord. This cord contains a vein,
which carries the oxygenated blood to the fetus’s vena cava.
Figure 9.3: The heart of a fetus.
10
On Figure 9.3, write the letter O in the chamber of the heart that first
receives oxygenated blood in an adult person.
11
On Figure 9.3, write the letters OF in the chamber of the heart that first
receives oxygenated blood in a fetus.
12
If you look carefully at Figure 9.3, you can see that there is a hole in the
septum between the left and right atria. Suggest the function of this hole
in the heart of a fetus.
13
When the baby is born, it takes its first breath. The hole in the septum
of the heart quickly closes.
Explain why this is important.
Blood vessels and blood
KEY WORD
haemoglobin: a red pigment found in red blood cells, which can combine
reversibly with oxygen; it is a protein
pathogens: microorganisms that cause disease
plasma: the liquid part of blood
platelets: tiny cell fragments present in blood, which help with clotting
red blood cells: biconcave blood cells with no nucleus, which transport
oxygen
white blood cells: blood cells with a nucleus, which help to defend against
pathogens
Exercise 9.5: Focus
IN THIS EXERCISE YOU WILL:
•
practise identifying features of blood vessels
•
check that you remember the functions of the different components
of blood.
14
Complete the table by placing a tick (✓) or cross (✗) in each space.
One row has been done for you.
Feature
Arteries
Veins
Capillaries
contain valves
wall is one cell thick
carry blood at high pressure
✓
✗
✗
have a wide lumen
15
Draw one line from each component (part) of blood to its function.
Exercise 9.6: Practice
IN THIS EXERCISE YOU WILL:
practise organising an answer to a question that requires extended writing.
16
Arteries carry blood at high pressure, while veins carry blood at low
pressure.
Explain how their structures are related to these functions.
TIP
Start by making a list of bullet points of all the relevant information
you can think of. Then organise your points into a logical sequence.
Write your final answer in full sentences.
PEER ASSESSMENT
Exchange your answer with a partner. Rate their answer for each of the
points in the checklist using:
if they did it really well
if they made a good attempt at it and partly succeeded
if they did not try to do it, or did not succeed
Checklist
The answer was written in full sentences.
The answer was written in a sensible sequence, so
that it was easy to follow.
The answer referred to the thickness of the walls of
arteries and veins.
The answer correctly explained why arteries and
veins have walls with different thicknesses.
The answer referred to the quantity of elastic tissue
in the walls of arteries and veins.
The answer correctly explained why arteries and
veins have walls with different amounts of elastic
Rating
tissue.
The answer referred to valves in veins, and
explained why veins need valves and arteries do
not.
Exercise 9.7: Challenge
IN THIS EXERCISE YOU WILL:
•
practise describing what is shown on a graph
•
apply your knowledge of the transport of oxygen in a new situation.
The air is much thinner at high altitude, so less oxygen is drawn into the
lungs with each breath. When a person who normally lives at low altitude
travels into high mountains, changes occur in their blood system.
The bar chart in Figure 9.4 shows changes in the pulse rate and the number of
red blood cells in a person who moved to high altitude, stayed there for two
years, and then returned to sea level.
Figure 9.4: A bar chart showing pulse rate and number of red blood cells at
different altitudes.
17
Describe the changes in the pulse rate over the period shown in Figure
9.4.
18
Describe the changes in the number of red blood cells over the period
shown in Figure 9.4.
19
State the function of red blood cells.
20
Suggest a reason for the change in the number of red blood cells during
the first year of the study.
21
Muscles need a good supply of oxygen in order to be able to work hard
and fast. Athletes often train at high altitude for several months before a
major competition that will be held at a lower altitude.
Use the data in the graph to suggest how this might help them to
perform well in the competition.
Chapter 10
Diseases and immunity
Transmission of pathogens
KEY WORD
pathogen: a microorganism that causes disease, such as bacteria
transmissible disease: a disease that can be passed from one host to
another; transmissible diseases are caused by pathogens
Exercise 10.1: Focus
IN THIS EXERCISE YOU WILL:
•
check that you understand the meanings of some important words
•
try to give clear descriptions of processes, in your own words.
Colds are caused by viruses. We can get a cold if we breathe in droplets of
moisture breathed out by someone else who has a cold.
1
Which word in the sentences above refers to a pathogen?
2
Is a cold a transmissible disease? Explain your answer.
3
Outline how each of these body defences helps to protect us from
pathogens.
a
stomach acid
b white blood cells
Exercise 10.2: Practice
IN THIS EXERCISE YOU WILL:
•
practise constructing a bar chart
•
make suggestions to explain data provided.
Table 10.1 shows the number of reported cases of food poisoning caused by
five different pathogens. It also shows the percentage of these reported cases
caused by each pathogen.
Pathogen
Number of cases
Percentage of cases
Norovirus
5461731
58
Salmonella
1027561
11
Clostridium
965958
10
Campylobacter
845024
9
Staphylococcus
241148
3
Table 10.1: Cases of food poisoning in the USA in 2011, caused by five
pathogens.
4
Explain what is meant by the term pathogen.
5
Plot the data for the percentage of cases caused by each pathogen as a
bar chart.
SELF-ASSESSMENT
How confident do you feel about drawing bar charts? Rate yourself for
each of the points in the checklist using:
if you did it really well
if you made a good attempt at it and partly succeeded
if you did not try to do it, or did not succeed
Checklist
Rating
The x-axis is labelled ‘Pathogen’.
The x-axis has the names of the five pathogens,
equally spaced along the axis.
The y-axis is labelled ‘Percentage of cases’.
The scale on the y-axis runs from 0 to 60.
The scale on the y-axis goes up in sensible
intervals – for example, 5 for each large square.
The bars are all drawn accurately, using a ruler.
All the bars are the same width.
The bars do not touch.
6
Suggest why the percentage of cases caused by these five pathogens
does not add up to 100.
7
Suggest why the actual number of cases of food poisoning may have
been much greater than the numbers shown in the table.
8
List three measures that people can take to avoid food poisoning in
their home.
i
ii
iii
Exercise 10.3: Challenge
IN THIS EXERCISE YOU WILL:
•
practise writing an answer where you are not given much help to
structure it
•
practise calculating a percentage increase.
The graph in Figure 10.1 shows information about the mass of solid waste
generated in Australia in 2002–2003 and in 2006–2007, and how this waste
was disposed of.
Figure 10.1: Mass of solid waste disposed as landfill and mass recycled for
two time periods in Australia.
9
Compare the data for 2006–2007 with the data for 2002–2003. (You
should be able to think of at least three different comparisons to make,
but see if you can make four.) Use numbers from the graph to support
your comparisons.
TIP
Start by thinking what you can compare and make a list. Then make
notes for each comparison, remembering to try to use numbers where
you can. Do not start writing your final answer until you have done
this. Use comparative words in your answer – such as ‘more’ and
‘bigger increase’.
10
Suggest the benefits of increasing the amount of waste that we recycle,
rather than disposing of it in landfill sites.
11
a
Calculate the total mass of waste produced in 2002–2003 and in
2006–2007.
Show your working.
Total waste in 2002–2003 ....................
Total waste in 2006–2007 ....................
b Calculate the increase in total waste between 2002–2003 and 2006–
2007.
c
Use your answer to b to calculate the percentage increase in waste
between 2002–2003 and 2006–2007, using this formula:
Show your working.
....................
The immune response
KEY WORD
active immunity: long-term defence against a pathogen by antibody
production in the body
antigen: a chemical that is recognised by the body as being ‘foreign’ –
that is, it is not part of the body’s normal set of chemical substances – and
stimulates the production of antibodies
clone: make an identical copy of something
immune response: the reaction of the body to the presence of an antigen;
it involves the production of antibodies
memory cells: long-lived cells produced by the division of lymphocytes
that have contacted their antigen; memory cells are able to respond quickly
to subsequent contact with the same antigen
vaccine: a harmless preparation of dead or inactivated pathogens that is
injected into the body to induce an immune response
Exercise 10.4
IN THIS EXERCISE YOU WILL:
•
analyse data presented in a complex graph
•
think about the difference between correlation and causation
•
apply your knowledge of DNA in a new context.
Focus
Polio (short for poliomyelitis) is a disease caused by a virus, which is
transmitted from one person to another through food or water contaminated
with faeces from an infected person. Many people show no symptoms when
they are infected, but in a small percentage of cases, the virus enters the
spinal cord and causes damage to neurones that normally send nerve impulses
to muscles. This results in paralysis. Polio is much more common in young
children than in adults.
The World Health Organization (WHO) is committed to eradicating polio
from the world. This is being done by a vaccination programme.
The graph in Figure 10.2 shows the estimated number of cases of polio in the
world between 1980 and 2005, and the percentage of children who were
vaccinated each year.
Figure 10.2: Graph showing global polio cases between 1980 and 2005, and
the percentage of children vaccinated.
12
Suggest why children are more likely to get polio than adults. (You may
be able to think of more than one reason.)
13
Describe the changes in the numbers of polio cases between 1980 and
2005.
TIP
Remember to quote figures from the graph in your answer.
Practice
14
Evaluate how well the data in the graph in Figure 10.2 support the
conclusion that vaccination has caused a decrease in polio cases.
TIP
Remember that correlation does not always imply causation;
however, we might still be able to assume causation if we can give a
good explanation for it.
15
The polio vaccine is unusual, because it can be given by mouth rather
than by injection.
Suggest why most vaccines have to be given by injection.
TIP
Think about what happens inside the alimentary canal.
Challenge
16
The polio vaccine contains polio viruses that have been treated to make
them unable to reproduce in the body.
Explain how the polio vaccine makes a person immune to polio.
17
Polio viruses contain DNA. The DNA codes for proteins that the virus
can make when it is inside a host cell.
The viruses in the polio vaccine have DNA in which the base sequence
has several differences from the base sequence in the normal polio
virus.
Suggest how this makes the viruses in the vaccine unable to reproduce
in the human body.
Chapter 11
Respiration and gas exchange
Respiration
KEY WORD
aerobic respiration: chemical reactions that take place in mitochondria,
which use oxygen to break down glucose and other nutrient molecules to
release energy for the cell to use
anaerobic respiration: chemical reactions in cells that break down
nutrient molecules to release energy, without using oxygen
Exercise 11.1: Focus
IN THIS EXERCISE YOU WILL:
check your understanding of respiration, by correcting someone else’s
mistakes.
1
Here are some statements that a student made, about respiration.
Each statement has a mistake in it.
Rewrite each statement, correcting the mistakes.
a
Every cell uses energy to help it to respire.
b Aerobic respiration produces energy by combining nutrient
molecules, such as glucose, with oxygen.
c
Anaerobic respiration happens in mitochondria.
d In human muscle, both aerobic respiration and anaerobic respiration
produce carbon dioxide.
e
Anaerobic respiration releases much more energy from each glucose
molecule than aerobic respiration does.
Exercise 11.2: Practice
IN THIS EXERCISE YOU WILL:
•
practise constructing and completing a results table
•
apply your knowledge of respiration and photosynthesis to make a
prediction and explanation.
A student had a fish tank in which she kept tropical fish. She knew it was
meant to be a good idea to keep living plants in the tank as well. She wanted
to find out how the plants affected the concentration of carbon dioxide in the
water.
Figure 11.1 shows the apparatus that she set up. She used hydrogencarbonate
indicator solution because it is yellow when it contains a large amount of
carbon dioxide, orange with a small amount and red when it contains no
carbon dioxide at all.
Figure 11.1: A student’s apparatus.
The student left all four tubes in a sunny place for 30 minutes. When she
looked at the tubes again, she found the indicator had turned yellow in tube
A, deep red in tube B, and stayed orange in tubes C and D.
2
Draw a results table in the space below and fill it in to show the student’s
results.
3
Explain the results in each tube.
TIP
Remember that living organisms all respire all the time, and that plants
also photosynthesise in the light.
Tube A
Tube B
Tube C
Tube D
4
Predict the results that would be obtained if all the tubes were left in the
dark.
5
Discuss what these results and your predictions in 4 suggest about
whether or not it is good to have living plants in a fish tank.
Exercise 11.3: Challenge
IN THIS EXERCISE YOU WILL:
plan an experiment, without any help with structuring your answer.
6
Plan an investigation to test this hypothesis:
Germinating peas respire faster as temperature increases, up to an
optimum.
Think carefully about controlling variables, what you will measure and
when, and how you will keep yourself and others safe. Describe how you
will record, display and interpret your results. Predict what the results will
be if the hypothesis is correct.
SELF-ASSESSMENT
Assess your plan. Rate yourself for each of the points in the checklist,
using these colours:
Green
if you did it well
Amber
if you made a good attempt at it and partly succeeded
Red
if you did not try to do it, or did not succeed
Checklist
I stated clearly what the independent variable is
and described how I would change it.
I suggested five different temperatures that I would
use.
I stated clearly what the dependent variable is and
described how I would measure it.
I identified at least two important variables that
should be kept the same and described how I
would do this.
I made a list, or gave a description, of all the
apparatus and materials I would use.
I described how I would keep myself and others
safe as I worked.
I drew an outline results table with headings.
I sketched a graph, with the axes labelled, to show
what I predict the results would be if the
hypothesis is correct.
Colour
Gas exchange
KEY WORD
alveoli: tiny air-filled sacs in the lungs where gas exchange takes place
gas exchange: the diffusion of oxygen and carbon dioxide into and out of
an organism’s body
gas exchange surface: a part of the body where gas exchange between the
body and the environment takes place
Exercise 11.4
IN THIS EXERCISE YOU WILL:
•
practise handling data provided in a table, including making a
calculation
•
compare two sets of data
•
use information provided, and your own understanding, to suggest an
explanation for patterns in data.
Focus
Rat lungs have a similar structure to human lungs. Researchers measured the
surface area of the alveoli in the lungs of female and male rats of different
ages. They also measured the mass of each rat, and calculated the number of
square centimetres of alveolar surface area per gram of body mass.
Their results are shown in Table 11.1.
Age / days
Ratio of alveolar surface area to body mass / cm2 per gram
Females
Males
21
21.6
23.1
33
15.4
15.2
45
12.9
12.1
60
13.4
10.9
95
13.4
9.4
Table 11.1: Ratio of alveolar surface area to body mass in male and female
rats.
7
Plot line graphs on the grid below to display these data. Plot both
curves on the same pair of axes.
TIP
Take care with the scale for the x-axis.
8
A 21-day-old male rat has a body mass of 40 g.
Using the data in Table 11.1, calculate this rat’s probable alveolar
surface area.
Show your working.
TIP
Look at the ratio of alveolar surface area to body mass for a 21-dayold male rat.
This tells you how many cm2 of surface there are for each gram of
body mass.
.................
Practice
9
Suggest why the researchers recorded the ratio of alveolar surface area
to body mass, rather than just the alveolar surface area.
10
Compare the results for female and male rats, shown in Table 11.1.
Challenge
11
Female rats are able to become pregnant when they are about 60 days
old. Their lungs then have to supply oxygen for themselves, and also
for their developing offspring.
Suggest how the data in Table 11.1 could relate to this fact.
Chapter 12
Coordination and response
The human nervous system
KEY WORD
axon: a long, thin, fibre of cytoplasm that extends from the cell body of a
neurone
central nervous system (CNS): the brain and spinal cord
motor neurone: a neurone that transmits electrical impulses from the
central nervous system to an effector
nerve impulse: an electrical signal that passes rapidly along an axon
neurone: a cell that is specialised for conducting electrical impulses
rapidly
peripheral nervous system (PNS): the nerves outside the brain and spinal
cord
receptors: cells or groups of cells that detect stimuli
reflex action: a rapid, automatic response to a stimulus, that does not
involve conscious thought
reflex arc: a series of neurones (sensory, relay and motor) that transmit
electrical impulses from a receptor to an effector
relay neurone: a neurone that transmits electrical impulses within the
central nervous system
sensory neurone: a neurone that transmits electrical impulses from a
receptor to the central nervous system
stimuli: changes in the environment that can be detected by organisms
synapse: a junction between two neurones
Exercise 12.1: Focus
IN THIS EXERCISE YOU WILL:
practise using the new vocabulary for this topic.
1
Complete the sentences about the human nervous system, using words
from the list.
axon
central
chemical
peripheral
electrical
receptors
neurones
stimulus
The human nervous system is made of specialised cells called
............................... These cells have a long thread of cytoplasm called an
............................... They can transmit .............................. impulses very
quickly.
The brain and spinal cord make up the .............................. nervous
system. The nerves outside the brain and spinal cord form the
.............................. nervous system.
Exercise 12.2: Practice
IN THIS EXERCISE YOU WILL:
check that you understand reflex arcs.
Figure 12.1 shows a reflex arc.
Figure 12.1: A reflex arc.
2
Complete the table below to identify the labelled structures in Figure
12.1.
Letter Name
A
B
C
D
E
F
G
3
On Figure 12.1, draw one arrow on each of parts B, C and F, to show the
direction in which a nerve impulse travels.
Exercise 12.3: Challenge
IN THIS EXERCISE YOU WILL:
plan an experiment, with no help.
4
Reaction time is the time between receiving a stimulus and responding to
it.
Here is a method for measuring reaction time.
•
Ask your partner to hold a ruler vertically, with the 0 at the bottom.
•
Place your hand at the bottom of the ruler, exactly opposite the 0
mark, ready to catch it. Rest your hand on the bench, so that it cannot
change its position (see Figure 12.2).
•
Your partner lets go of the ruler, and you catch it as quickly as you
can.
•
Read off the distance on the ruler where you have caught it. The faster
your reaction time, the shorter the distance.
Figure 12.2: Method for measuring reaction time.
Plan an experiment to test this hypothesis:
Consuming drinks containing caffeine decreases reaction time.
TIP
It is not easy to standardise variables for this experiment. Think about how
you can make a really good attempt to standardise all the variables that
might affect your trust in your results.
Sense organs
KEY WORD
accommodation: changing the shape of the lens to focus on objects at
different distances from the eye
antagonistic muscles: a pair of muscles whose contraction has opposite
effects; when one contracts, the other relaxes
ciliary muscle: a circle of muscle surrounding the lens, and joined to it by
the suspensory ligaments; when it contracts, it slackens the ligaments so
that the lens becomes fatter
cornea: a transparent layer near the front of the eye, which refracts light
rays entering the eye
iris: the coloured part of the eye; it contains muscles that can alter the size
of the pupil
iris reflex (pupil reflex): an automatic response to a change in light
intensity; the receptors are in the retina, and the effector is the muscles in
the iris
lens: a transparent structure in the eye, which changes shape to focus light
rays onto the retina
optic nerve: the nerve that carries electrical impulses from the retina to the
brain
pupil: a circular gap in the middle of the iris, through which light can pass
retina: a tissue at the back of the eye that contains receptor cells that
respond to light
suspensory ligaments: strong, inelastic fibres that hold the lens in
position; when they are under tension, they pull the lens into a thinner
shape
Exercise 12.4: Focus
IN THIS EXERCISE YOU WILL:
check that you know the names and functions of the parts of the eye.
Figure 12.3 shows a human eye.
Figure 12.3: A human eye.
5
Complete the table, by naming each structure and stating its function.
Letter Name
Function
A
B
C
D
E
Exercise 12.5: Practice
IN THIS EXERCISE YOU WILL:
practise describing and explaining the iris (pupil) reflex.
6
When a person moves from a brightly lit place into darkness, the diameter
of the pupil increases.
Complete the sentences that describe this change and how it is brought
about.
As you move into darkness, the intensity of light falling onto the eye
...........................
This is sensed by cells in the .......................... of the eye. They send an
electrical impulse
along the .......................... nerve to the brain.
The brain then sends an impulse to the muscles in the iris of the eye. The
radial muscles
.......................... and the circular muscles .........................., which makes
the diameter of the
pupil increase.
This is an example of a .......................... action.
Exercise 12.6: Challenge
IN THIS EXERCISE YOU WILL:
explain how the eye focuses on objects at different distances.
Figure 12.4 shows an eye focused on a distant object.
Figure 12.4: An eye focused on a distant object.
7
Complete Figure 12.5 to show the eye when it is focused on a nearby
object. Add labels to match those on Figure 12.4.
Figure 12.5: An eye focused on a nearby object.
8
Describe how the changes that you have shown are brought about. Use
these words in your description:
ciliary muscles
lens
suspensory ligaments
9
As people get older, their lenses become less able to change shape.
Suggest how this may affect their vision.
Hormones
KEY WORD
adrenaline: a hormone secreted by the adrenal glands, which prepares the
body for fight or flight
endocrine glands: glands that secrete hormones
hormones: chemicals that are produced by a gland and carried in the
blood, which alter the activities of their specific target organs
target organs: organs whose activity is altered by a hormone
Exercise 12.7
IN THIS EXERCISE YOU WILL:
•
check that you know the vocabulary for this topic
•
describe the effects of adrenaline
•
compare the way that the nervous system and the endocrine
(hormonal) system bring about control and coordination.
Focus
10
Draw one line to match each name with its description.
Practice
Adrenaline is secreted when we are nervous.
11
Name the glands that secrete adrenaline.
12
Outline the effects of adrenaline.
Challenge
13
Complete the table, to compare control and coordination by nerves and
by hormones.
Feature
how
information
is transmitted
between
different
parts of the
body
speed of
action
duration of
effect
Control by nerves
Control by hormones
Coordination in plants
KEY WORD
auxin: a plant hormone made in the tips of shoots, which causes cells to
elongate
gravitropism: a response in which part of a plant grows towards or away
from gravity
phototropism: a response in which part of a plant grows towards or away
from the direction from which light is coming
tropism: a growth response by a plant, in which the direction of growth is
related to the direction of the stimulus
Exercise 12.8
IN THIS EXERCISE YOU WILL:
•
think about phototropism and gravitropism
•
practise plotting a graph with two lines, using best-fit lines
use a set of experimental results, and your own knowledge, to provide
an explanation.
Focus
A plant growing in a pot was placed on its side, with light coming equally
from all directions. Figure 12.6 shows the appearance of the plant after three
days.
Figure 12.6: A plant growing in a pot that has been placed on its side.
14
The response shown by the shoot of the plant is known as negative
gravitropism. Explain what is meant by the term negative gravitropism.
15
Explain how we know that this response is gravitropism, not
phototropism.
Practice
16
A scientist measured the concentration of a plant hormone, auxin, in the
upper and lower surfaces of the plant shoot shown in Figure 12.6. She
also measured the percentage increase in length of the upper and lower
surface of the plant shoot over a period of one hour.
Tables 12.1 and 12.2 show her results.
Upper surface
Concentration of auxin / arbitrary units
1.0
Lower
surface
1.4
Table 12.1: Concentration of auxin in upper and lower surfaces of the
shoot.
Time /
minutes
Percentage increase in length
Upper surface
Lower surface
10
0.9
1.1
20
1.1
2.2
30
1.6
3.8
40
2.0
5.3
50
2.3
6.6
60
2.8
7.6
Table 12.2: Percentage increase in length of shoot over one hour.
On the grid, draw line graphs to show the results in Table 12.2. Draw
both lines on the same set of axes. Draw best-fit lines for each set of
results.
SELF-ASSESSMENT
How well did you draw the graph? Give yourself a mark for each of the
points in the checklist. Award yourself:
2 marks
if you did it well
1 mark
if you made a good attempt at it and partly succeeded
0 marks
if you did not try to do it, or did not succeed
Checklist
Marks awarded
The axes are labelled fully, with units for the xaxis.
The scales on both axes take up more than half of
the grid, and they go up in even intervals.
I used a sharp pencil for drawing each cross.
Each cross is small and neat, and in exactly the
right place.
I used a sharp pencil and ruler to draw both lines.
The best-fit lines have approximately equal
numbers of points above and below them.
The two lines are labelled to show which set of
results they represent, or there is a key.
Total (out of 14):
Challenge
17
Use the results in Tables 12.1 and 12.2 to explain what made the plant
shoot grow upwards after the pot was turned onto its side.
Chapter 13
Excretion and homeostasis
Excretion
KEY WORD
urea: a waste produce produced in the liver, from the breakdown of excess
amino acids
Exercise 13.1
IN THIS EXERCISE YOU WILL:
•
check that you remember information about the blood system and the
structure of the excretory system
•
apply your understanding of diffusion and partially permeable
membranes in a new situation.
Focus
Figure 13.1 shows the human excretory system.
Figure 13.1: The human excretory system.
1
Label these structures on Figure 13.1.
aorta
bladder
ureter
kidney
renal artery
urethra
renal vein
vena cava
TIP
Remember to use a ruler to draw label lines, and make sure that the
line touches the structure you want to label.
2
On Figure 13.1, draw arrows in each of the following structures to show
the direction in which the liquids inside them flow.
renal artery
renal vein
ureter urethra
Practice
3
Describe three ways in which the liquid contained in the ureter differs
from the liquid contained in the renal artery.
TIP
Make sure that your answer describes differences between the two
liquids. It is usually a good idea to use comparative words, such as
‘more’ or ‘less’.
i
ii
iii
Challenge
If a person’s kidneys fail, they may be able to use a kidney dialysis machine
to carry out the function of the kidneys.
Figure 13.2 shows how kidney dialysis can be carried out.
Figure 13.2: The process of kidney dialysis.
4
Suggest why the blood flows through many small channels in the dialysis
unit, rather than through a single large channel.
5
Table 13.1 shows the concentrations of some of the substances in dialysis
fluid and in a person’s blood plasma before it enters the dialysis unit.
(Don’t worry if you are not familiar with the units in the table – you can
still answer all the questions!)
Substance
Concentration in dialysis
fluid / mmol per dm3
Concentration in blood
plasma / mmol per dm3
glucose
5
5
protein
0
8
urea
0
7
Table 13.1: Concentrations of some substances in dialysis fluid and in
blood plasma.
Use the information in the table, and your knowledge of diffusion and
partially permeable membranes, to answer the following questions.
a
What will happen to the concentration of glucose in the person’s
blood as it passes through the dialysis unit? Explain your answer.
b What will happen to the concentration of protein in the person’s blood
as it passes through the dialysis unit? Explain your answer.
c
What will happen to the concentration of urea in the person’s blood
as it passes through the dialysis unit? Explain your answer.
PEER ASSESSMENT
Exchange your answers to 5 a–c with a partner.
Look at your partner’s answers. Rate their answers according to the
following scheme for each of the questions in the checklist. Award them:
Green
if they did it really well
Amber
if they made a good attempt at it and partly succeeded
Red
if they did not try to do it, or did not succeed
Give feedback to your partner. Tell them two things that they have done
well, and one thing that they could improve.
Checklist
Answer
Colour
5 a
Have they clearly stated what will happen?
5 b
5 c
5 a
How good do you think their explanation is?
5 b
5 c
Now that you have seen someone else’s answers, how do you think that
you could improve your own?
Homeostasis
KEY WORDS
insulin: a hormone secreted by the pancreas, which decreases blood
glucose concentration
negative feedback: a mechanism that detects a move away from the set
point, and brings about actions that take the value back towards the set
point
set point: the normal value, or range of values, for a particular parameter –
for example, the normal range of blood glucose concentration, or the
normal body temperature
type 1 diabetes: a condition in which insufficient insulin is secreted by the
pancreas, so that blood glucose concentration is not controlled
Exercise 13.2
IN THIS EXERCISE YOU WILL:
•
recall information about insulin and its functions
•
interpret information presented on a graph
•
explain the concept of negative feedback in relation to blood glucose
concentration.
Focus
In some people, the control of blood glucose concentration does not work
correctly.
In type 1 diabetes, insulin is not secreted.
6
Name the gland that normally secretes insulin.
7
In what circumstances does this gland normally secrete insulin?
Practice
The graph in Figure 13.3 shows the concentration of glucose in the blood of
two people, after they had eaten a meal containing starch at time 0. One
person had type 1 diabetes, and the other did not.
Figure 13.3: Graph showing the concentration of glucose in the blood of two
people, A and B.
8
Explain why the concentration of glucose in the blood increases when a
person has eaten a meal containing starch.
9
Suggest which person, A or B, has type 1 diabetes. Explain your answer
fully.
10
Explain why it is important to keep the concentration of glucose in the
blood neither too high nor too low.
Challenge
11
Explain how negative feedback and a set point are involved in the
control of blood glucose concentration.
Chapter 14
Reproduction in flowering plants
Asexual and sexual reproduction
KEY WORDS
asexual reproduction: a process resulting in the production of genetically
identical offspring from one parent
diploid: having two complete sets of chromosomes
gamete: a sex cell; a cell with half the normal number of chromosomes,
whose nucleus fuses with the nucleus of another gamete during sexual
reproduction
haploid: having only a single set of chromosomes
sexual reproduction: a process involving the fusion of two gametes to
form a zygote and the production of offspring that are genetically different
from each other
zygote: a cell that is formed by the fusion of two gametes
Exercise 14.1
IN THIS EXERCISE YOU WILL:
check that you understand the differences between asexual and sexual
reproduction.
Focus
1
Complete the table by putting a tick (✓) or cross (✗) into each box.
Feature
Asexual
reproduction
Sexual reproduction
always only one parent
offspring are genetically
identical
gametes are involved
a zygote is produced
Practice
2
What are the male and female gametes in a flowering plant?
3
What are the male and female gametes in a mammal?
4
Figure 14.1 shows a plant reproducing.
Figure 14.1: A plant reproducing.
Explain why this is an example of asexual reproduction.
Challenge
5
Explain why the nuclei of gametes must be haploid.
Sexual reproduction in flowering
plants
KEY WORDS
anther: the structure at the top of a stamen, inside which pollen grains are
made
petals: coloured structures that attract insects or birds to a flower
pollen grains: small structures which contain the male gametes of a
flower
pollination: the transfer of pollen grains from the male part of the plant
(anther of stamen) to the female part of the plant (stigma)
stigma: the part of a flower that receives pollen
Exercise 14.2
IN THIS EXERCISE YOU WILL:
•
practise describing what is shown in a graph
•
use your knowledge and understanding to make suggestions about an
unfamiliar context.
Focus
6
Creeping bent-grass, like almost all grasses, is wind-pollinated.
In the descriptions below, circle the one in each pair that you would
expect to describe creeping bent-grass flowers and their pollen.
brightly coloured petals / dull or no petals
anthers dangling outside flower / anthers inside flower
stigma inside flower / feathery stigma outside flower
small quantities of pollen / large quantities of pollen
Practice
The graph in Figure 14.2 shows the quantity of pollen emitted by creeping
bent-grass at different times of day, for three days in June and July.
Figure 14.2: A graph showing the quantity of pollen emitted by creeping
bent-grass at different times of day.
7
Describe how pollen emission from creeping bent-grass varies during one
day.
Challenge
8
Describe what will happen in a grass flower, after a pollen grain has
landed on a stigma.
Advantages and disadvantages of
different types of reproduction
KEY WORDS
cross-pollination: the transfer of pollen grains from the anther of a flower
to the stigma of a flower on a different plant of the same species
fertilisation: the fusion of the nuclei of two gametes
self-pollination: the transfer of pollen grains from the anther of a flower to
the stigma of the same flower, or a different flower on the same plant
Exercise 14.3
IN THIS EXERCISE YOU WILL:
•
bring together information from different topics
•
apply your knowledge and understanding in an unfamiliar context.
Read the information about coffee trees.
Coffee trees are grown to produce their seeds, called coffee beans, which
are used all over the world to make coffee drinks and other products. Two
species of coffee trees are grown for the commercial production of coffee –
Coffea arabica and Coffea canephora.
Coffee trees normally reproduce by producing seeds. They have flowers
with white petals and a very pleasant scent.
Growers can also produce new coffee trees by taking cuttings. This
involves cutting a piece from a stem, and placing the lower end in soil.
This will then grow roots and eventually grow into a new tree.
Focus
9
Name the genus to which coffee trees belong.
10
Use the information to determine whether coffee trees are insectpollinated or wind-pollinated. Explain your answer.
11
Name the type of reproduction that is used when a grower produces
new coffee trees using cuttings.
Practice
12
Would you expect Coffea arabica and Coffea canephora to be able to
reproduce with each other? Explain your answer.
13
Outline the events that must happen in a flower of Coffea arabica,
before fertilisation can take place.
TIP
‘Outline’ means state the main events, briefly. So you need to
identify what these are, and then give a concise answer that does not
include too much detail.
Challenge
14
Imagine that you are a coffee grower. A fungal disease called coffee
rust has recently begun to attack some of your Coffea arabica trees.
Some of them seem to be resistant to the fungus and survive, while
others are badly damaged. The trees also vary in the quality of the
coffee beans that they produce.
Use your understanding of the advantages and disadvantages of
different methods of reproduction, to suggest ways in which you might
be able to produce a large number of coffee trees that are able to
survive attack by coffee rust.
PEER ASSESSMENT
Exchange your answer with a partner.
Compare your ideas.
Which ideas have you both thought of? Are there any ideas that your
partner thought of, but that you did not?
Give feedback to your partner. Tell them two things that they have done
well, and one thing that could be improved.
Chapter 15
Reproduction in humans
The human reproductive system
KEY WORDS
acrosome: a structure containing digestive enzymes, in the head of a
sperm cell
fetus: an unborn mammal, in which all the organs have been formed
flagellum (plural flagella): a long, whip-like ‘tail’ structure found on
sperm cells, used for swimming
placenta: an organ that connects the growing fetus to its mother, in which
the blood of the fetus and mother are brought close together so that
materials can be exchanged between them
Exercise 15.1
IN THIS EXERCISE YOU WILL:
•
check that you understand how the structures of egg and sperm cells
are related to their functions
•
bring together knowledge from several areas of the syllabus to think
about transfer of substances from one part of an organism to another.
Focus
Figure 15.1 shows diagrams of human female and male gametes.
Figure 15.1 a: Human female gamete. b: Human male gamete.
1
Use black or dark blue to label all the structures on each gamete that you
would find in any animal cell.
Practice
2
Use red or another contrasting colour to label all the structures on each
gamete that are adaptations for their specialised functions. Explain how
each feature that you label helps the cell to perform its function.
Challenge
The placenta is an organ that allows a mother’s blood and her fetus’s blood to
be brought very closely together, without mixing. Substances are exchanged
by diffusion between the two blood systems.
The lungs also contain surfaces where substances are exchanged by diffusion.
(This is not the case in the fetus, whose lungs do not function until after it is
born.)
Table 15.1 shows some features of the placenta and the lungs in a human.
Feature
Placenta
Lungs
total surface area / m2
16
55
thickness of the barrier across which substances must
diffuse / µm
3.5
0.5
approximate rate of blood flow / cm3 per minute
500
5000
Table 15.1: Some features of the human placenta and lungs.
3
Explain how the structure of the lungs provides the large surface area
shown in the table.
4
Oxygen moves by diffusion across the exchange surface in both the
placenta and the lungs.
a
State precisely where oxygen moves to and from in the lungs.
b Explain fully why the net movement of oxygen is in this direction in
the lungs.
5
Use the data in Table 15.1, and your knowledge of the features of gas
exchange surfaces, to explain why more oxygen can be absorbed per
minute across the lungs than across the placenta.
TIP
This is tricky, so organise your answer on a piece of scrap paper first,
before you begin to write. Refer to all three sets of figures in Table
15.1 in your answer.
6
Oxygen is not the only substance that crosses the placenta from the
mother’s blood to the fetus’s blood.
Amino acids move across the membranes of the cells in the placenta by
active transport.
Explain how active transport differs from diffusion.
Sexually transmitted infections
Exercise 15.2
IN THIS EXERCISE YOU WILL:
analyse data about attempts to reduce the impact of HIV/AIDS in the Asia
and Pacific region.
Focus
The United Nations set a target that, by 2020:
•
90% of people living with HIV would know that they have the virus
•
90% of all people diagnosed with HIV infection would receive
antiretroviral drugs
•
90% of all people receiving antiretroviral drugs would have the activity of
the virus in their bodies suppressed (that is, they would not develop
AIDS).
Table 15.2 shows the percentage of people in Asia and the Pacific region who
are infected with HIV, who knew that they had the virus.
Year
Percentage of people living with HIV who knew they had
the virus
2015
59
2016
62
2017
65
2018
65
Table 15.2: Data about HIV in the Asia and Pacific region.
7
On the grid below, draw a bar chart to display these data.
Practice
8
Suggest how the data in Table 15.2 have been estimated.
Challenge
9
Table 15.3 shows data relating to the other two components of the United
Nations’ target.
Year
Percentage of people diagnosed Percentage of people receiving
with HIV who are receiving
antiretroviral drugs in whom the
antiretroviral drugs
virus is suppressed
2015
62
89
2016
68
89
2017
74
90
2018
79
90
Table 15.3: Data relating to the other two components of the United
Nations’ target.
Use all the data to discuss the progress made by the United Nations in
achieving its target in the Asia and Pacific region. Use the data to
evaluate the likelihood that the target will be achieved by 2020.
TIP
When you are asked to ‘discuss’, you are expected to give two sides of
an argument. In this case, you should be able to describe some ways in
which progress is being made, but also some points suggesting why the
target might not be met.
SELF-ASSESSMENT
How well do you think you answered question 9? Rate your success for
each of the questions in the checklist, using:
Green
Amber
Red
if you did it well
if you made a good attempt at it and partly succeeded
if you did not try to do it, or did not succeed
Did you …
clearly state whether you think the target will be
achieved?
make some points describing the progress that is
being made, and some that suggest that the target
might not be met?
quote data from the table to support each statement
that you made?
Colour
Chapter 16
Inheritance
Chromosomes and cell division
KEY WORDS
chromosome: a length of DNA, found in the nucleus of a cell; it contains
genetic information in the form of many different genes
gene: a length of DNA that codes for one protein
meiosis: division of a diploid nucleus resulting in four genetically different
haploid nuclei; this is sometimes called a reduction division
mitosis: division of a cell nucleus resulting in two genetically identical
nuclei (i.e. with the same number and kind of chromosomes as the parent
nucleus)
Exercise 16.1
IN THIS EXERCISE YOU WILL:
•
review your understanding of chromosomes
check that you understand the differences between mitosis and
meiosis.
Focus
Figure 16.1 shows a chromosome, just before the cell it is part of divides.
Figure 16.1: A chromosome just before cell division.
1
State the part of a cell in which chromosomes are found.
2
Name the chemical that contains genetic information and that is found in
chromosomes.
3
Chromosomes contain genes. What is a gene?
Practice
Cell M is a cell in the body of an animal. It contains two sets of
chromosomes. Each set is made up of 16 chromosomes.
4
a
What is the term for a cell that contains two complete sets of
chromosomes?
b How many chromosomes will be present in a gamete produced by this
animal?
5
The cell divides by mitosis to produce cells P and Q.
a
How many chromosomes are there in cell P?
b Are cells P and Q genetically different, or genetically identical to the
parent cell?
c
List three roles of mitosis in plants and animals.
i
ii
iii
Challenge
6
Cell M now divides by meiosis.
Outline three differences between the outcome of this division, and the
division by mitosis described in question 5.
TIP
When you are asked to outline differences, you can do this in the form
of a table if you find it easier than writing sentences.
i
ii
iii
Inheriting genes
KEY WORDS
alleles: alternative forms of a gene
dominant allele: an allele that is expressed if it is present (e.g. G)
genetic diagram: a standard way of showing all the steps in making
predictions about the probable genotypes and phenotypes of the offspring
from two parents
genotype: the genetic makeup of an organism in terms of the alleles
present (e.g. GG)
heterozygous: having two different alleles of a particular gene (e.g. Gg)
homozygous: having two identical alleles of a particular gene (e.g. GG or
gg)
phenotype: the observable features of an organism
recessive allele: an allele that is only expressed when there is no dominant
allele of the gene present (e.g. g)
sex-linked genes: genes that are found on a part of one of the sex
chromosomes (usually the X chromosome) and not on the other sex
chromosome; they therefore produce characteristics that are more common
in one sex than in the other
Exercise 16.2: Focus
IN THIS EXERCISE YOU WILL:
•
revise your knowledge of classification
•
practise using a genetic diagram.
Fruit flies, Drosophila melanogaster, are often used for research into
genetics. Figure 16.2 shows a fruit fly.
Figure 16.2: A fruit fly, Drosophila melanogaster.
7
State three features, visible in Figure 16.2, that show that the fruit fly is
an insect.
TIP
Make sure that features you state are visible in the diagram – not
other features of insects that are not shown.
i
ii
iii
8
What is the genus of the fruit fly?
9
Fruit flies can have normal wings or vestigial (really small) wings. The
allele for normal wings, N, is dominant. The allele for vestigial wings,
n, is recessive.
Complete the table to show the possible genotypes and phenotypes for
fruit fly wings. Be very careful to write the letters N and n so that there
is no doubt whether each one is a capital letter or a small letter.
Genotype
Phenotype
10
Complete the genetic diagram to predict the genotypes and phenotypes
of the offspring of a heterozygous normal-winged fly and a vestigialwinged fly.
11
The two flies had 82 offspring.
Predict approximately how many of these would have vestigial wings.
Exercise 16.3: Practice
IN THIS EXERCISE YOU WILL:
•
practise using a pedigree diagram to work out genotypes
•
practise explaining your deductions clearly and logically.
The family tree (pedigree) in Figure 16.3 shows the incidence of a genetic
disease called PKU in four generations of a family.
Figure 16.3: A family tree showing incidence of PKU.
12
Describe one piece of evidence from the diagram that suggests PKU is
caused by a recessive allele.
13
If PKU is caused by a recessive allele, explain why it is unlikely that
this allele first appeared in person 4.
14
In the space below, deduce the possible genotypes of persons 1, 2, 3
and 4. Use the symbol q for the PKU allele and the symbol Q for the
normal allele.
15
Person 5 is worried that her children might have PKU. She talks to a
genetic counsellor. What might she be told?
Exercise 16.4: Challenge
IN THIS EXERCISE YOU WILL:
apply your understanding of sex linkage to a new situation.
In fruit flies, as in humans, males have an X and a Y chromosome, and
females have two X chromosomes.
There is a gene on the X chromosome that affects eye colour. The dominant
allele of this gene produces red eyes, and the recessive allele produces white
eyes.
16
Suggest suitable symbols for the two alleles of this gene.
17
In the space below, construct a genetic diagram to predict the ratios of
eye colour in male and female offspring of a white-eyed male fly and a
heterozygous red-eyed female fly.
PEER ASSESSMENT
Exchange your genetic diagram with a partner. Rate their diagram for each
of the points in the checklist, using:
Green if they did it really well
Amber if they made a good attempt at it and partly succeeded
Red if they did not try to do it, or did not succeed
Checklist
Answer
Is it easy to follow your partner’s genetic diagram?
Have they written the full headings for each row?
Have they drawn circles around the gamete
genotypes?
Have they clearly shown the phenotypes produced
by each genotype in the offspring?
Have they clearly stated the ratios of phenotypes
that they predict?
Give feedback to your partner. Tell them two things that they have done
well, and one thing that could be improved.
Genes and protein synthesis
KEY WORDS
DNA: a molecule that contains genetic information, in the form of genes,
that control the proteins that are made in the cell
expressed: used to make a protein; a gene is expressed when the protein
that it codes for is synthesised in a cell
messenger RNA (mRNA): a molecule that carries a copy of the
information on DNA to a ribosome, to be used to synthesise a protein
stem cells: unspecialised cells that are able to divide by mitosis to produce
different types of specialised cell
Exercise 16.5
IN THIS EXERCISE YOU WILL:
•
practise using correct terminology about genes and protein synthesis
•
think about why not all cells express the same genes.
Focus
18
Choose suitable words to complete these sentences.
A ..................... is a length of DNA that codes for the production of a
protein.
The sequence of ..................... in a gene determines the sequence of
..................... in the protein that is made.
Proteins are synthesised on the.....................in the cytoplasm of a cell. A
copy of the gene is carried to the cytoplasm by a molecule called
.....................
Practice
19
Name two types of protein whose function depends on the precise shape
of the molecule.
i
ii
20
Explain why a change in the structure of a DNA molecule could result
in the loss of function of these types of proteins.
Challenge
Stem cells are unspecialised cells that are able to divide by mitosis and
produce new cells that become specialised for different functions.
21
State how the genes contained in the specialised cells differ, if at all,
from the genes contained in the stem cells.
22
Explain what happens to the genes in a cell, as it becomes specialised
for its specific function.
Chapter 17
Variation and selection
Variation
KEY WORDS
adaptive feature: an inherited feature that helps an organism to survive
and reproduce in its environment
continuous variation: variation in which there is a continuous range of
phenotypes between two extremes
discontinuous variation: variation in which there are distinct categories
of phenotype, with no intermediates
hydrophyte: a plant that has adaptive features that help it to survive in
water
Exercise 17.1
IN THIS EXERCISE YOU WILL:
•
use data to plot a histogram
•
calculate a magnification
apply your knowledge of adaptations of hydrophytes in a new
situation.
Focus
Water hyacinths are aquatic plants that originally came from Brazil, but now
grow in waterways in many tropical countries.
A researcher collected 30 water hyacinth plants from a river. She measured
the mass of each plant. Table 17.1 shows her results.
Mass range / kg 0.5–0.9
1.0–1.4
1.5–1.9
2.0–2.4
2.5–2.9
3.0–3.4
Number of
plants
3
8
9
7
2
1
Table 17.1: A results table.
1
Does the mass of water hyacinth plants show continuous variation or
discontinuous variation? Explain your answer.
2
Plot a histogram (frequency diagram) to display the data in the table.
TIP
Remember that the bars should touch in a histogram.
Practice
Water hyacinths are sometimes used to help to clean up polluted water,
because they are able to take up pollutants such as heavy metals.
An experiment carried out in China investigated differences in the structure
of the leaf epidermis of water hyacinth plants grown in clean water and in
polluted water.
Figure 17.1 and Table 17.2 show some of their results.
Figure 17.1: Upper epidermis of a water hyacinth leaf grown in polluted
water.
Upper or
Type of water lower
epidermis
clean
polluted
Mean width
of stomatal
pore / µm
Mean length Mean number
of guard cell / of stomata per
µm
mm2
upper
4
7
2.83
lower
4
7
3.32
upper
3
5
2.80
lower
3
5
2.83
Table 17.2: Differences in features of leaf epidermis of hyacinths grown in
clean and polluted water.
3
State the mean length of a guard cell in the upper epidermis of a water
hyacinth leaf grown in polluted water.
4
a
Measure the length, in mm, of a guard cell in Figure 17.1.
.......................mm
b Convert your answer in mm to an answer in μm. 1 mm = 1000 μm.
.......................μm
c
Use your answers to 3 and 4b to calculate the magnification of the
diagram.
Write down the formula that you use, and show your working.
.................
Challenge
5
Explain how the results in Table 17.2 for water hyacinth leaves grown in
clean water suggest that this plant is adapted for growing in water.
6
Compare the characteristics of the leaf epidermis of the plants growing in
clean water with plants growing in polluted water.
Selection
KEY WORDS
adaptation: the process, resulting from natural selection, by which
populations become more suited to their environment over many
generations
selection pressure: something in the environment that affects the chance
that individuals with different features will survive and reproduce
selective breeding: choosing particular organisms with desired
characteristics to breed together, and continuing this over many
generations
Exercise 17.2: Focus
IN THIS EXERCISE YOU WILL:
check how well you understand the process of natural selection and that
you can use suitable terms to describe it.
7
Choose the best words from the list to complete the sentences about
natural selection.
alleles
community compete environment fewer generation
individuals
more reproduce species
survive variation
Natural selection depends on the fact that there is ..................... within
populations.
In most populations, far ..................... young are produced than will live
long enough to be able to ..................... The organisms in the population
have to ..................... for scarce resources.
As a result, only the ..................... that are best adapted to their
..................... are likely to have offspring. Their ..................... are the
ones that are most likely to be passed on to the next .....................
Exercise 17.3: Practice
IN THIS EXERCISE YOU WILL:
•
practise describing the information shown in a graph
apply your understanding of the development of antibiotic resistance
in bacteria to a new situation.
Cotton is a crop that is grown to produce fibres to make cloth. Cotton
bollworms are insect pests of cotton plants. Growers use insecticides to try to
reduce their losses from these pests.
The graph in Figure 17.2 shows the frequency of resistance of cotton
bollworms to an insecticide that was commonly used in Australia, between
1997 and 2002.
Figure 17.2: Graph showing the frequency of resistance of cotton bollworms
to an insecticide.
8
Describe the change in the frequency of resistance to the insecticide
over this time period.
9
Using your knowledge of the development of resistance to antibiotics in
bacteria, explain how the development of resistance to insecticides
could have occurred.
PEER ASSESSMENT
Exchange your answer to 9 with a partner.
Give them a mark for each of the points in the checklist. Award:
2 marks
1 mark
0 marks
if they did it really well
if they made a good attempt at it and partly succeeded
if they did not try to do it, or did not succeed
Checklist
They have used the word ‘mutation’, and made
clear that this happens randomly.
They have explained how an allele for resistance to
the insecticide gives a selective advantage.
They have explained how possessing this allele
affects the chances of survival and reproduction.
They have explained how this results in more
insects possessing this allele in future generations.
Marks
Give feedback to your partner. Tell them two things that they have done
well, and one thing that could be improved.
Exercise 17.4: Challenge
IN THIS EXERCISE YOU WILL:
•
practise comparing two sets of information shown in a graph
•
apply your understanding of selective breeding to a new situation.
In the second half of the 20th century, a group of cows were put into a
selective breeding programme, to try to increase the milk yield over several
generations. A control group was also used, in which selective breeding was
not carried out.
The graph in Figure 17.3 shows the changes in milk yield over a 35-year
period. The values plotted show the mean milk yield of all the cows born in a
particular year.
Figure 17.3: Graph showing the changes in milk yield over a 35-year period.
10
Compare the change in milk yield for the population of cows selected
for milk yield, with the control population.
TIP
It would be good to plan your answer before you begin to write.
Make a list of the points you would like to make – for example, the
general trends, any particular years that stand out, data quotes for
particular years, and a calculation such as the difference between the
two populations in one year or the overall changes for the two
populations.
11
Suggest explanations for the differences that you describe in your
answer to 10.
Chapter 18
Organisms and their environment
Energy flow and food webs
KEY WORD
community: all of the populations of all the different species in an
ecosystem
ecosystem: a unit containing all of the organisms in a community and their
environment, interacting together
food chain: a diagram showing the transfer of energy from one organism
to the next, beginning with a producer
food web: a network of interconnected food chains
trophic level: the position of an organism in a food chain, food web or
ecological pyramid
Exercise 18.1
IN THIS EXERCISE YOU WILL:
•
use information to construct a food chain
•
identify trophic levels
•
carry out a calculation.
Focus
In a meadow, grass and other plants grow. Mice and voles eat the seeds of the
plants. Grasshoppers eat the grass leaves. Spiders eat grasshoppers. The mice
are eaten by snakes and foxes. Spiders are eaten by small birds.
1
What is the term used to describe all of the organisms, belonging to all
the different species, that live in the meadow?
2
In the space below, construct a food web to show the feeding
relationships in the meadow.
SELF-ASSESSMENT
How easy did you find it to construct the food web? Is there anything you
would change if you did it again?
Practice
3
Figure 18.1 shows the energy contained in four trophic levels of a food
chain from the meadow. The numbers are in arbitrary units.
Figure 18.1: The energy contained in four trophic levels of a food chain.
a
Explain what is meant by the term trophic level.
b Underneath each box in Figure 18.1, write the correct term for the
organisms in that trophic level.
Challenge
4
a
Calculate the percentage of energy in the first trophic level that is
transferred to the fourth trophic level. Show your working.
....................
b Describe where all the rest of the energy goes.
Nutrient cycles
KEY WORD
nitrification: converting ammonium ions to nitrate ions
nitrogen fixation: converting inert nitrogen gas into a more reactive form,
such as nitrate ions or ammonia
Exercise 18.2
IN THIS EXERCISE YOU WILL:
•
check your knowledge of the carbon cycle
apply understanding of the nitrogen cycle to an unfamiliar situation.
Focus
Figure 18.2 shows part of the carbon cycle.
Figure 18.2: Part of the carbon cycle.
5
Complete the diagram by drawing arrows to show how carbon atoms
move through the cycle. Label each of your arrows with one of these
words. You will need to use at least one of the words more than once.
combustion
feeding
photosynthesis
respiration
Practice
A fish tank was filled with water and some bacteria were added. Some
phytoplankton (microscopic plants) were then introduced. The tank was put
into a dark place and left for eight months.
At intervals, the water was tested to find out what it contained. The results are
shown in the graph (Figure 18.3).
Figure 18.3: Graph showing the amount of phytoplankton, ammonia and
nitrate in the water over eight months.
6
Explain why the phytoplankton died so quickly.
7
The phytoplankton contained nitrogen in their cells. Name two different
types of organic compound in cells that contain nitrogen.
8
Explain why the quantity of dead phytoplankton decreased from midNovember to the end of December.
Challenge
9
The graph shows that, after one month, ammonia began to appear in the
water.
Use your knowledge of the nitrogen cycle to explain where this
ammonia came from.
10
State the times at which nitrate began to appear in the water, and when
its concentration began to increase.
11
Use your knowledge of the nitrogen cycle to explain where the nitrate
came from.
Populations
KEY WORD
death phase: the final stage in a population growth curve where the
population falls; death rate exceeds birth rate
lag phase: the stage at the start of a population growth curve where the
population remains small and grows only very slowly
log phase or exponential phase: the stage in a population growth curve
where the population grows at its maximum rate; birth rate exceeds death
rate
sigmoid growth curve: an S-shaped curve showing the change in the size
of a population through all the phases in population growth
stationary phase: the stage in a population growth curve where the
population remains roughly constant; birth rate equals death rate
Exercise 18.3
IN THIS EXERCISE YOU WILL:
apply your knowledge of the factors affecting population size in a new
context.
Focus
12
Define the term population.
13
Flour beetles are small beetles that live in and feed on flour. Five flour
beetles were placed in a container of flour. The beetles were counted at
regular intervals over the next 900 days.
The results are shown in Figure 18.4.
Figure 18.4: Sigmoid growth curve of a population of flour beetles.
On the graph, label these phases:
lag phase
log (exponential) phase
stationary phase
death phase
TIP
Write your labels very close to the part of the line you want to name,
so that it is really clear which part your label refers to.
Practice
14
Write the name of the phase or phases where:
a
the death rate is greater than the birth rate
b the birth rate is greater than the death rate
c
15
the birth rate and the death rate are equal.
Suggest a reason for the shape of the curve between 600 days and 900
days.
Challenge
16
The experiment was repeated, but some beetles of another species,
which also eat flour, were added at the same time as the five flour
beetles of the original species.
a
On the graph in Figure 18.4, sketch a curve to predict the population
changes in the size of the original species of flour beetles in this
new experiment.
b Explain your predictions.
TIP
Try to ensure that your answers explain all of the differences
between the line you have sketched and the original line.
Chapter 19
Human influences on ecosystems
Human pressures on ecosystems
Exercise 19.1
IN THIS EXERCISE YOU WILL:
use data to draw conclusions about methods of livestock farming.
Focus
A study was carried out into farming methods on a small pineapple farm in
Uganda. The farmers kept livestock as well as growing pineapples.
The graph in Figure 19.1 shows how cattle, goats and chickens were fed on
the pineapple farm.
Figure 19.1: A bar chart showing how cattle, goats and chickens are fed on a
pineapple farm.
1
State the feeding method that was most commonly used for cattle.
2
Compare the types of feeding methods used for chickens with those used
for goats.
Practice
•
Feeding method A involved keeping the animals in enclosures all the
time. They were fed on waste from the crops produced on the farm, and
also on food supplements that were bought by the farmers.
•
Feeding method B allowed the animals to move around the farm and
graze freely.
•
Feeding method C involved tying the animals to a post so that they could
graze in a small area. They were moved to a different post from time to
time.
3
Which of the three feeding methods could be classified as intensive
livestock production? Explain your answer.
4
Suggest how keeping livestock could help the farmer to reduce the use of
chemical fertilisers for growing pineapples.
TIP
Remember that there may be more than one suitable answer for a
‘suggest’ question. You need to think about how you can use your
knowledge and understanding to provide a good answer to the
question.
Challenge
5
Some of the cows kept on these farms were native breeds, which had
been developed in the local area. Others were crossbreeds, which had
been bred by crossing a cow from the local breed with a bull from a nonnative breed.
a
It is expensive for a farmer to use a non-native bull to cross with her
native breed cows. Suggest why some farmers did this.
b The scientists who carried out the study found that 78% of the
crossbreed cows were infected with parasitic worms, while only 48%
of the native breeds were infected.
Suggest reasons for this difference.
TIP
Note that the question asks for reasons, so you should give at least
two different ones.
Conservation
Exercise 19.2
IN THIS EXERCISE YOU WILL:
apply your understanding of threats to endangered species in a new
context.
Focus
Table 19.1 lists four species of mammal in Chile that were considered to be
endangered in 1983.
It also shows the reasons why each mammal was endangered.
Species
Description Main reason why it is Other reason why it
of species endangered
is endangered
Pudu puda
small deer
loss of habitat
Ctenomys
robustus
burrowing
loss of habitat
rodent
Chinchilla
lanigera
burrowing
hunting
rodent
Lutra provocax
otter
hunting; diseases
transferred from
introduced species
loss of habitat
hunting
Table 19.1: Four species of mammals that were endangered in 1983.
6
Explain what the two words in the name of the species tell us about the
classification of the species.
7
State what is meant by an endangered species.
8
Outline two reasons why the habitat of a species may be lost.
i
ii
Practice
9
Explain why loss of habitat can cause a species to become endangered.
10
Chinchilla lanigera and Lutra provocax are now protected and are no
longer hunted. Despite this, both species are still endangered.
Use the information in Table 19.1 to suggest why, despite the ban on
hunting, C. lanigera is still endangered.
Challenge
11
Introduced animals may carry pathogens which do not threaten them
but can be very harmful to native species.
Use your knowledge of the immune response to suggest why animals
such as Pudu puda may be harmed by diseases transferred from
introduced species.
12
Only seven small populations of L. provocax are known, and these are
all isolated from one another.
Suggest why this species has not been able to increase its numbers
significantly, despite being protected.
PEER ASSESSMENT
Exchange your answer to 12 with a partner.
How easy is it to understand the answer they have written?
Are their suggestions the same as yours?
Have they made any good suggestions that you did not think of?
Give feedback to your partner. Tell them two things that they have done
well, and one thing that they could improve.
Chapter 20
Biotechnology and genetic
modification
Biotechnology
KEY WORD
fermenter: a vessel, usually made of steel or glass, in which
microorganisms can be grown in order to produce a required product
pectinase: an enzyme that is used to digest pectin, increasing the quantity
of juice that can be extracted from fruit, and clarifying the juice
sterilised: treated – e.g. with steam – to destroy all living cells
Exercise 20.1
IN THIS EXERCISE YOU WILL:
•
check your understanding of how pectinase is used
describe how a fermenter provides controlled conditions for growth of
microorganisms
•
consider the best way to display a set of data.
Focus
Pectinase is an enzyme that is used in the manufacture of fruit juice.
Pectinase is produced by microorganisms, such as the fungus Penicillium
viridicatum.
1
Pectinase is an enzyme. Explain what is meant by the term enzyme.
2
Name the substrate of pectinase.
3
Explain why pectinase is used in food production.
Practice
Table 20.1 shows the production of pectinase by P. viridicatum when it is
grown on different kinds of waste material from food processing. Bagasse is
the waste material left over from processing sugar cane.
Substrate
Production of pectinase / arbitrary
units
wheat bran
1200
mango peel
450
banana peel
75
wheat bran + sugar cane bagasse
1500
mango peel + sugar cane bagasse
1500
banana peel + sugar cane bagasse
1000
Table 20.1: The production of pectinase when it is grown on different kinds
of waste material.
4
Display these data on the grid in a way that clearly shows how adding
sugar cane bagasse to the substrate affects the production of pectinase.
SELF-ASSESSMENT
How satisfied are you with the graph you have drawn?
Use the checklist below to rate your graph. Award yourself:
if you did it really well
if you made a good attempt at it and partly succeeded
if you did not try to do it, or did not succeed
Checklist
Rating
Have you put the independent variable on the xaxis, and the dependent variable on the y-axis?
Have you labelled both axes fully?
Have you chosen the best scale you could for the yaxis, using most of the grid and going up in
suitable, even steps?
Have you drawn a bar chart, with the bars not
touching?
Have you plotted each bar accurately?
5
Suggest how using food processing waste materials as substrates for the
production of pectinase could benefit the environment.
Challenge
6
P. viridicatum is grown in fermenters.
a
What is a fermenter?
b List three conditions that are controlled in the fermenter while P.
viridicatum is growing in it. For each condition, explain why and how
it is controlled.
Condition 1
Why it is
controlled
How it is
controlled
Condition 2
Why it is
controlled
How it is
controlled
Condition 3
Why it is
controlled
How it is
controlled
Genetic modification
KEY WORD
DNA ligase: an enzyme that joins two DNA molecules together
genetic modification: changing the genetic material of an organism by
removing, changing or inserting individual genes
recombinant plasmid: a small circle of DNA, found in bacteria, which
contains both the bacterial DNA and DNA from a different organism
restriction enzymes: enzymes (biological catalysts) that cut DNA at
specific points, and leave a short length of unpaired bases at each end
sticky ends: lengths of unpaired bases on one strand of a DNA molecule;
they are able to form bonds with complementary lengths of unpaired bases
on a different DNA molecule
Exercise 20.2
IN THIS EXERCISE YOU WILL:
•
check that you can give some examples of genetic modification
apply your knowledge of genetic modification in a new context.
Focus
7
Explain what is meant by the term genetic modification.
8
List three ways in which crop plants have been genetically modified.
i
ii
iii
Practice
9
Many people in the world do not have enough vitamin A in their diet.
We can make vitamin A in the body from carotene, which is found
naturally in many plants. Rice has all the genes for making carotene,
but some of these genes are turned off in the rice grains.
Researchers have added two genes to rice plants, which code for the
production of two enzymes that enable the production of carotene in
rice grains. Figure 20.1 shows how one of the genes, from a bacterium,
was added.
Figure 20.1: Diagram showing how a gene was added to rice plants.
a
On Figure 20.1, write the letter R at one step at which restriction
enzymes would be used.
b Restriction enzymes cut DNA to leave sticky ends.
i
Explain what sticky ends are.
ii Explain why it is useful to cut the DNA so that there are sticky
ends.
c
On Figure 20.1, write the letter L to indicate one step at which DNA
ligase would be used.
d Explain the role of plasmids in the process of producing the
genetically modified rice.
Challenge
10
Use the information in Figure 20.1, and your own knowledge, to
explain why Agrobacterium tumefaciens was used in this process.
11
Suggest why the researchers decided to produce this new form of rice
by genetic modification, rather than by selective breeding.
TIP
Think carefully about the differences between selective breeding and
genetic modification. You might like to make some brief notes on
some spare paper. Then use the information above to help you to
think about why genetic modification is more likely to achieve the
required result than selective breeding.
Acknowledgements
The authors and publishers acknowledge the following sources of copyright
material and are grateful for the permissions granted.
While every effort has been made, it has not always been possible to identify
the sources of all the material used, or to trace all copyright holders.
If any omissions are brought to our notice, we will be happy to include the
appropriate acknowledgements on reprinting.
Thanks to the following for permission to reproduce images:
dem10/Getty Images; SCIEPRO/SCIENCE PHOTO LIBRARY/Getty
Images; goldhafen/Getty Images; alxpin/Getty Images; Difydave/Getty
Images;
Roland Magnusson / EyeEm/Getty Images Eleanor Jones/Getty Images;
ThomasVogel/Getty Images; Anton
Novoderezhkin/Getty Images JGalione/Getty Images; twomeows/Getty
Images; S. Greg Panosian/Getty Images; Indeed/Getty Images;
Ixefra/Getty Images; KATERYNA KON/SCIENCE PHOTO
LIBRARY/Getty Images; LockieCurrie/Getty Images; Richard Bailey/
Getty Images; Kaveh Kazemi/Getty Images; Margie Politzer/Getty Images;
Maskot/Getty Images; Eraxion/Getty Images; SEBASTIAN
KAULITZKI/SCIENCE PHOTO LIBRARY/Getty Images; Peter Cade/Getty
Images; Ger Bosma/Getty Images
University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
79 Anson Road, #06–04/06, Singapore 079906
Cambridge University Press is part of the University of Cambridge.
It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning
and research at the highest international levels of excellence.
www.cambridge.org
Information on this title: www.cambridge.org/9781108947480
© Cambridge University Press 2021
This publication is in copyright. Subject to statutory exception and to the provisions of relevant
collective licensing agreements, no reproduction of any part may take place without the written
permission of Cambridge University Press.
Second edition 2009
Third edition 2014
Fourth edition 2021
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in Dubai by Oriental Press
A catalogue record for this publication is available from the British Library
ISBN 978-1-108-94748-0 Workbook with Digital Access (2 Years)
Additional resources for this publication at www.cambridge.org/go
Illustrations by Eleanor Jones
NOTICE TO TEACHERS IN THE UK
It is illegal to reproduce any part of this work in material form (including photocopying and electronic
storage) except under the following circumstances:
(i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing
Agency;
(ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have
gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the
Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short
passages within certain types of educational anthology and reproduction for the purposes of setting
examination questions.